Uts Coursepack

Course Pack
Writers:
Dr. Aristeo C. Salapa

Prof. Carmencita Z. Gomez
Prof. Jay J. Balan
Prof. Maven Rey P. Batarina
Dr. Mary Ann C. Cacananta
GE 113: Understanding the Self 2
Welcome Message
The University of Southeastern Philippines recognizes that the

undergraduate should be equipped not only of the academic training for future
jobs, employment success and the study of the student’s field of expertise but
strives further for it students to be of benefit as an individual in relation to the
society as responsible and responsive citizens. In the same way that the arts
and sciences electives are geared toward these goals, the General Education
subjects has evolved because of the need of the times in this fast and ever-
changing world. Its transformative contribution to the individual encompasses his
civic love for the community, the nation, the whole world and his God.
As Roman (2011) puts it, the GE Program is the hallmark of
undergraduate education. It shapes the students’ way of thinking and values
system enabling them to appreciate and understand various themes of human
experience. According to Carlos P. Romulo, it is a laboratory of life, a habit of
mind and mode of thought. It prepares students to respond critically and
constructively to change and develop students’ understanding of the ethical
dimensions of what they say and do (Harvard University).
Henceforth, this pursuit must start within himself.
Understanding the Self is a fundamental course in the General Education
curriculum for tertiary education. It is designed to help students understand the
nature of identity including factors that influence and shape personal identity.
This course is intended to facilitate the exploration of the issues and concerns
regarding self and identity to arrive at a better understanding of one’s self. It
strives to meet this goal by stressing the integration of the personal into the
academic-contextualizing matters discussed and in the everyday experiences of
students- making for better learning, generating a new appreciation for the
learning process, and developing a more critical and reflective attitude while
enabling them to manage and improve themselves to attain a better quality of
life.
Faculty Information:
Getting help
For academic concerns (College/Adviser - Contact details)

For administrative concerns (College Dean - Contact details)
For UVE concerns (KMD - Contact details)
For health and wellness concerns (UAGC, HSD and OSAS - Contact details)
TABLE OF CONTENTS
Page
Cover page ........................................................................................................ 1

Welcome Message ............................................................................................ 2
Table of Contents .............................................................................................. 3
List of Tables...................................................................................................... 4
List of Figures .................................................................................................... 5
USeP Vision, Mission and Goals........................................................................ 6
USeP Graduate Attributes ................................................................................. 6
USeP Core Values.............................................................................................. 7
Course Overview ............................................................................................... 8
Course Assessment............................................................................................ 9
Course Map .......................................................................................................11
Module 1 The Self from Various Perspectives

Overview .................................................................12
Lesson 1 .................................................................12
Lesson 2 .................................................................23
Lesson 3 .................................................................26
Lesson 4 .................................................................30
Module Summary.....................................................33
Module 2 Unpacking the Self

Overview .................................................................34
Lesson 1 .................................................................34
Lesson 2 .................................................................41
Lesson 3 .................................................................58
Lesson 4 .................................................................63
Lesson 5 .................................................................74
Lesson 6 .................................................................80
Module Summary ....................................................90
Module 3 Managing and Caring for the Self

Overview .................................................................91
Lesson 1 .................................................................91
Lesson 2 .................................................................102
Lesson 3 .................................................................107
Module Summary
Course Summary ...............................................................................................119

References ........................................................................................................120
Appendix A........................................................................................................122
LIST OF TABLES
Tables Page
1 Some Distinctions Between the Soul and ....................................17

the Body as Described by Descartes
2 Stages of Cognitive Development ...............................................28
3 Sexual Development at Puberty ..................................................43
4 Phases of Human Sexual Response Cycle..................................45
5 Sexual Orientations.......................................................................49
6 Comparison Between Spiritual and Religious .............................65
7 Classifications of Religion ............................................................68
8 The Difference between the Soul and the Spirit ..........................71
9 Ethnical Descriptions of the Soul .................................................72
10 Comparison of the Public and Private Self ..................................86
11 The Left and Right Brain functions ..............................................94
12 Approaches and Skills Inventory for Students .............................96
13 Classroom Assessment Tools .....................................................99
14 Filipino Traits and How They Were Evaluated Based

on East-West Cultures .................................................................112
15 Probable Reaction to Unsatisfied Needs .....................................116

LIST OF FIGURES
Figures Page
1 Socrates .......................................................................................14
2 Plato .............................................................................................15
3 St. Augustine ................................................................................15
4 Rene Descartes ...........................................................................16
5 John Locke ...................................................................................17
6 David Hume .................................................................................18
7 Immanuel Kant .............................................................................19
8 Sigmund Freud.............................................................................20
9 Gilbert Ryle ..................................................................................21
10 Paul Churchland ..........................................................................21
11 Maurice Marleau-Ponty ................................................................22
12 William James ..............................................................................27
13 Carl Rogers ..................................................................................27
14 Jean Piaget ..................................................................................28
15 Susan Harter ................................................................................29
16 What is the Halo Effect? ..............................................................38
17 Beauty Standards Across the World ...........................................49
18 The Amygdala and Nucleus accumbens .....................................49
19 The Sexually Transmitted Diseases (STDs) ................................51
20 Material Self Investment Diagram ...............................................59
21 Star of David ................................................................................68
22 The Cross ....................................................................................68
23 The Crescent Moon and Stars .....................................................69
24 The Swastika ...............................................................................69
25 The Dharma Wheel ......................................................................70
26 Divisions of the Nervous System .................................................93
27 Lobes of the Brain ........................................................................93
28 Concept Map ................................................................................93
29 Maslow’s Hierarchy of Needs ......................................................116
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
VISION
Premier Research University in the ASEAN.
MISSION
USeP shall produce world-class graduates and relevant research and extension
through quality education and sustainable resource management.
GOALS
At the end of the plan period, the University of Southeastern Philippines (USeP)
aims to achieve five comprehensive and primary goals:
1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation
INSTITUTIONAL GRADUATE ATTRIBUTES
LEADERSHIP SKILLS
Creates and inspires positive changes in the organization; exercises

responsibility with integrity and accountability in the practice of one’s profession
or vocation.
CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing

available resources to develop new knowledge, methods, processes, systems,
and value-added technologies.
SERVICE ORIENTED
Demonstrates concern for others, practices professional ethics, honesty, and

exemplifies socio-cultural, environmental concern, and sustainability.
LIFELONG LEARNING
Demonstrates enthusiasm and passion for continuous personal and professional

development.
PROFESSIONAL COMPETENCE
Demonstrates proficiency and flexibility in the area of specialization and in

conveying information in accordance with global standards.
CORE VALUES OF THE UNIVERSITY
UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM
THE COURSE OVERVIEW
COURSE TITLE : UNDERSTANDING THE SELF

CREDIT : 3 UNITS
SEMESTER : First & Second Sem. 2020- 2021
TIME FRAME : 54 hours
COURSE DESCRIPTION :
The course deals with the nature of identity, as well as the factors and forces that
affect the development and maintenance of personality identity.
The directive to Know Oneself has inspired countless and varied ways to comply.
Among the questions that everyone has had to grapple with at one time or other
is “Who am I?” At no other period is this question asked more urgently than in
adolescence – traditionally believed to be a time of vulnerability and great
possibilities. Issues of self and identity are among the most critical for the young.
This course is intended to facilitate the exploration of the issues and concerns
regarding self and identity to arrive at a better understanding of one’s self. It
strives to meet this goal by stressing the integration of the personal with the
academic – contextualizing matters discussed in the classroom and in the
everyday experience of students – making for better learning, generating a new
appreciation for the learning process, and developing a more critical and
reflective attitude while enabling them to manage and improve their selves to
attain a better quality of life.
The course is divided into three major parts: The first seeks to understand the
construct of the self from various disciplinal perspectives: philosophy, sociology,
anthropology, and psychology – as well as the more traditional division between
the East and West – each seeking to provide answers to the difficult but essential
question of “What is the self?” And raising, among others, the question: “Is there
even such a construct as the self?”
The second part explores some of the various aspects that make up the self,
such as the biological, material and the more recent Digital Self. The third and
the final part identifies three areas of concern for young students: learning, goal
setting, and managing stress. It also provides for the more practical application
of the concepts discussed in this course and enables them the hands-on
experience of developing self- help plans for self-regulated learning, goal setting,
and self-care.
This course includes the mandatory topics on Family Planning and Population
Education
COURSE OUTCOMES :
On the completion of the course, student is expected to be able to do the
following:
Course Outcomes Graduate Outcomes Aligned to

CO1 Assess self from these various perspectives
Recognize personal experiences and identify multi-
leading to the emergence of one’s self and
faceted self.
identity.
CO2 Grasp a better understanding of their personality,
self and identity, along with the knowledge of the Express oneself to others by unpacking the self
influential forces which impact on these such as comfortably and without inhibitions.
gender, culture, family and relationships.
CO3 Demonstrate basic skills in managing the self Apply and improve self-management skills in local,
and identity. regional and national aspects.
COURSE ASSESSMENT:
Learning Evidence and Measurement Rubrics
As evidence of attaining the above learning outcomes, the student has to do and
submit the following:
Learning Evidence: LE1: PORTFOLIO
Areas to Assess 1.0 1.75 2.25 3.0 5.0

Beyond Expected Satisfactory Acceptable Unacceptable
Expectation
Organization Reach detail Adequate to Adequate detail Satisfies the Cannot follow
indicating good detail but miss out required guidelines for
excellent indicating clear some guidelines inclusion in
understanding of knowledge of thoroughness portfolio.
step required to steps used to
create portfolio create portfolio
Creativity Excellent Demonstrates Moderate work No effort Demonstrates
creativity and originality and output is demonstrated in no originality or

independent independent observed. work independent
thought in thinking presentation thing in creating
creating portfolio portfolio.
Personal Provides Provides Adequate detail Satisfies the
Evaluation excellent detail adequate to but miss out required Cannot give a
that realistically good detail that some guidelines detailed or
assesses his/her realistically thoroughness realistic
portfolio. assesses his/her assessment of
portfolio. his/her portfolio.
Learning Evidence to Assess: LE2: JOURNAL OF EXPERIENCES
Areas to Assess 1.0 1.75 2.25 3.0 5.0

Beyond Expected Satisfactory Acceptable Unacceptable
Expectation
Personal Reflects well on Reflects on own Some reflection Little reflection Did not comply
Experiences own work; work; provides on own work; on own work;
provides many example provides few provides very
examples examples few or no
examples
Effort on Journal Obvious, Acceptable Some effort on Little or no effort No effort
detailed effort effort on all parts assignment on assignment exerted; No
on assignment of the Neat organization
Writing is highly assignment Minimal evident;
organized with Organization is organization
logical clear and easy
sequence to follow
Retelling of Detailed Clear Somewhat clear Vague No explanation

Experience explanation of explanation of explanation of explanation of of experience
experience experience experience experience and Non-objective
Specific Objective Somewhat observation of observation of
descriptors of observation of objective experience experience
observations experience observation of
during experience
experience
Grading System
The final grade in this course will be composed of the following items and their weights in the final grade computation:
Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Quizzes (Score) 20 %
AA2 Exam (Score) 40 %
AA3 Reports/ Recitation/Debate (Score) 10 %
LE 1 Portfolio (Rubric) 15%
LE 2 Journal (Rubric) 15%
100%
The Course Map
UNDERSTANDING THE SELF
Module 1: Module 2: Module 3:

The Self from Various Unpacking the Self Managing & Caring for the
Perspectives Self
Lesson 1: Physical Self

Lesson 1: Ancient to Post Lesson 1: Learning to be a
Lesson 2: Gendered self
Modern Philosophy better student
Lesson 3: Material &
Lesson 2: Sociology Lesson 2: Setting goals for
Economic Self
Lesson 3: Anthropology Success
Lesson 4: Spiritual Self
Lesson 4: Psychology Lesson 3: Taking Charge of
Lesson 5: Political Self
Lesson 5: The Self in One’s Health
Lesson 6: Digital Self
Western & Oriental Thought
 Recognize personal experiences & identify multi-

faceted self
 Express oneself to others by unpacking the self
comfortably &Module 1
without inhibitions
 Apply & improve self-management skills in local,
(Title)aspects
regional and national
Module 1
The Self from Various Perspectives
Module Overview:
Welcome to Module 1. This module discusses the self from all angles.
From the thoughts of the philosophers, macro, micro and inner journey with
presentation of influences from Asian and Western thoughts. It is on this context
that the journey, deep probing and self-introspection plus few observations on the
community we live are expected to be uncarved. Enjoy your journey.
Module Outcomes:
At the end of this module, students will be able to

1. Discuss the different representations and conceptualizations of the self
from various disciplinal perspectives;
2. Compare and contrast how the self has been represented across different
disciplines and perspectives;
3. Examine the different influences, factors, and forces that shape the self;
and
4. Demonstrate critical and reflective thought in analysing the development of
one’s self and identity by developing a theory of the self.
Lesson 1
The Self According to the Philosophers
Learning Outcomes:
At the end of this lesson, you are expected to:

1. Examine one’s self as presented from the different views of the
philosophers and
2. Formulate a better understanding of the self.
Time Frame: 3 hours
Introduction
This lesson talks about the idea of the self from various thoughts of the
philosophers across all periods. It is encouraged that we can describe and
discuss the different notions of the self from different points-of-view as well as
compare and contrast same so as to better understand the deep rooted meaning
of the self or perhaps a holistic definition of the self as read, experienced, and
encountered.
This lesson allots 3 hours for it is believe that knowing and being familiar
with some philosophers would take a while and sometimes being engrossed by
their thoughts are inevitable.
Activity: Knowing thyself
As we start, on a reflective manner or shall we say, introspective way, do

answer silently/ or using a piece of paper the following questions?
1. Think/ write at least 5 adjectives that best describes you.
2. What makes you special?
3. What makes you stand from the rest?
4. Did you notice of some transformation about yourself? From younger
years to present?
5. How is your self related to other selves?
6. What will happen to your self when you die?
Analysis
Answer the following questions:

 Were you able to answer the questions above with ease?
 Which one are the easiest? Why?
 Which one are difficult? Why?
Abstraction
Let’s find out how the philosophers define or describe self during
the early and modern times. They are the prime movers on the different views of
the self.
I. Socrates
Greek Philosopher and one of the
very few individuals who shaped the
Western thought. Most information from him
are second hand and from the writings of his
student Plato. He is known for his Socratic
method, where an idea is tested by asking
series if questions to determine underlying
Figure 1. Socrates by Kedumuc10,
beliefs and the extent of knowledge to guide 2016 (https://bit.ly/3g3spjN), CC0
the person toward better understanding.

a. Some of his ideas are:
i. The soul is immortal
ii. The care of the soul is the task of philosophy
iii. Virtue is necessary to attain happiness
b. He believed that philosophy has a very important role to play in the
lives of the people. His most quoted phrase is “the unexamined life
is not worth living.” He said that: self-knowledge or the examination
of one’s self, as well as the question about how one ought to live
one’s life, are very important concerns because only by knowing
yourself can you hope to improve your life. One should consciously
contemplate, turn your gaze inward, and analyse the true nature
and values that are guiding in life. Self-knowledge would open your
eyes to your true nature. Your real self is not even your body. The
state of your inner being determines the quality of your life.
c. Socrates said existence is of two kinds:
i. Visible- it changes; this is the state of human being; seen by
the naked eye like the body.
ii. Invisible- constant; the mind; the soul
d. The goal of life is to be happy. How does one become happy? A

virtuous man is a happy man. Virtue is defined as moral excellence,
and an individual is considered virtuous if his/her character is made
up of the moral qualities that are accepted as virtues, i.e. courage,
temperance, prudence, and justice.
e. Death, for Socrates is a trivial matter for the truly virtuous has
realized that the most important thing in life is the state of his/her
soul and the acts taken from taking care of the soul through self-
knowledge.
II. Plato
A student of Socrates. His
philosophical approach is what they
call "collection and division." In this
method, the philosopher "collects"
all the common ideas with common
characteristics and then divides
them into various genres until a
Figure 2. Plato by Raphael, 2019 subset of ideas are specified.
(https://bit.ly/2E7mRaD), CC0
He is best known for his
“Theory of Forms” which asserted that the physical world is not
really the “real” world because the ultimate exists beyond it.
a. The “soul” according to him is the most divine aspect of the human
being. His concept of divine is not a spiritual being but rather one
that has an intellectual connotation.
b. The three parts of the soul:
i. The appetitive (sensual) – enjoys sexual experiences like
food, drink and sex.
ii. The rational (reasoning) – use of reason
iii. The spirited (feeling)- understands
the demands of passion; loves
honor and victory.
III. St. Augustine

He is also known as St. Augustine of Hippo. One of the Latin

Fathers of the Church, one of the Doctors of the Church, and one of
the most significant Christian thinkers. He was most influenced by
Plato’s Theory of Forms. He asserted that they were concepts existing
within the perfect and eternal God where the soul belonged. The soul
held the truth and was acceptable of scientific thinking. His concept of
the “self” was an inner, immaterial “I” that had Figure 3. St. Agustine by Sandro
Boticelli, 2002.
self-knowledge and self-awareness. The (https://bit.ly/3iLO95u), public
human being is both a soul and body, and the body possessed senses,
such as imagination, memory, reason, and mind through which the soul
experienced the world.
a. The aspects of the soul/ soul according to St. Augustine are:
i. It is able to be aware of itself
ii. It recognizes itself as a holistic one
iii. It is aware of its unity
b. St Augustine espoused the following contentions:
i. Human beings through the senses could sense the material,
temporal objects as we interacted with the material world;
ii. The immaterial but intelligible God would only be clear or
obvious to the mind if one tune into his/her immaterial
self/soul;
iii. Human beings who is both soul and body is meant to tend to
higher, divine and heavenly matters;
iv. A person is similar to God as regards to the mind and its
ability
IV. Rene Descartes

He is a French philosopher,
mathematician and scientist. He is
considered as the father of modern
Western Philosophy. He is often
regarded as the first thinker to
emphasize the use of reason to
describe, predict, and understand natural phenomena based on

observational and empirical evidence.
Figure 4. Rene Descartes by Frans a. Rene Descartes made these
Hals, 2020 (https://bit.ly/31Ymsj8), CC0
significant contributions:
i. Doubt is a principal tool for disciplined inquiry; this method is
called hyperbolical/metaphysical doubt/ or methodological
scepticism. A systematic process of being sceptical about
the truth of one’s belief in order to determine which beliefs
could be ascertained as true.
ii. Known for his famous line of “Cogito ergo sum” – I think,
therefore, I am. He asserted that everything perceived by the
senses could not be used as proof of existence because
human senses could be fooled. Doubting once existence can
be done so that a thinking entity is there and doing the act of
doubting.
iii. His claims about the self are- constant, not prone to change
and not affected by time; only the immaterial soul is the
source of our identity.
Table 1.
Some distinctions between the soul and the body as described by Descartes
The Soul The Body
It is a conscious, thinking substance It is a material substance that changes
that is unaffected by time over time
It is known only to self (only you know It can be doubted; the public can correct
you own mental event and others claims about the body
cannot correct your mental states
It is not made up of parts. Its views the It is made up of physical, quantifiable
entirely of itself with no hidden or divisible parts
separate compartments. It is both
conscious and aware of itself at the
same time
V. John Locke
He is a philosopher and physician and one of the most influential

Enlightenment thinkers. Also known as the Age of Reason, this
intellectual movement dominated the ideas in Europe during the 18 th
century.
a. Locke expanded the definition of the “self” to include the memories
of that thinking thing. He believed that the “self” is identified with
consciousness and this “self” consists of
Figure 5. John Locke by Godfrey
sameness and consciousness. Kneller, 2020 (https://bit.ly/34bhnqj),
CC0
b. His contentions are:
i. The self consists of memory
ii. The person existing now is the same person yesterday for
he/she remember the thoughts, experiences or actions of the
earlier self
iii. A person’s memories provide a continuity of experience that
allows him/her to identify the same person over time.
iv. The person can be held accountable for past behaviors for
as long as he/she can remember
v. Punishing behaviors one had no recollection of doing is
equivalent to punishing the person for actions that was never
performed.
vi. A person who cannot remember as the same as that of a
person who never committed the act which means the
person is ignorant.
VI. David Hume

He is a Scottish philosopher,
economist and historian in the
Age of Enlightenment; a fierce
opponent of Descartes
Rationalism; Rationalism is a
theory that reason, rather than
experience, is the foundation of
Figure 6. David Hume by Allan all
Ramsay, 2012 (https://bit.ly/3iRuIYO),
knowledge. He is also one of public domain the three
figureheads (Locke and George Berkeley) who influenced the

British Empiricism movement. Empiricism is the idea that the origin
of all knowledge is a sense experience. It emphasized the role of
experience and evidence in forming concepts.
a. To David Hume, the self is nothing else but a bundle of
impressions. He categorizes it into two – impressions and ideas.
Impressions are the basic objects of our experience or sensation.
They form the core of our thoughts. Impressions are vivid because
they are products of our direct experience with the world. Ideas are
copies of impressions.
b. Self, per Hume is simply “a bundle of collection of different
perceptions, which succeed each other with an inconceivable
rapidity, and are in a perpetual flux and movement.”
VII. Immanuel Kant

He believes that the things that men
perceive around them are not just randomly
infused into the human person without an
organizing principle that regulates the
relationship of all these impressions. There is
necessarily a mind that organizes the
impressions that men get from the external
Figure 7. Immanuel Kant by Johann
world. Without the self, one cannot organize Gottlieb Becker, 2020
(https://bit.ly/2Y9lbEV), public domain
the different impressions that one gets in
relation to his own existence. He therefore suggests that it is an
actively engaged intelligence in man that synthesizes all knowledge
and experience.
a. Two kinds of consciousness of self (rationality):
i. Consciousness of oneself and one’s psychological states in
inner sense, and;
ii. Consciousness of oneself and one’s states by performing
acts of apperception. (Apperception is the mental process by
which a person makes sense of an idea by assimilating it to
the body of ideas one already possesses).
b. Two components of the “self”:

i. Inner self- The “self” by which you are aware of alternations
in your own state,
ii. Outer self- It includes your senses and the physical world.
c. He also proposed that the “self” organizes information in three
ways:
i. Raw perceptual input,
ii. Recognizing the concept, and
iii. Reproducing in the imagination.
VIII. Sigmund Freud

He is a philosopher, physiologist,
psychologist, one of the most
influential thinker in the 20 th
century. His most important
contribution is psychoanalysis, a
practice devised to treat those who
are mentally ill through dialogue.
He did not accept the existence of
Figure 8. Sigmund Freud by Max
Halberstadt, 1921 any single entity that could be put
(https://bit.ly/3l1JsXl), CC0
forward as the notion of the “self.”
His ground-breaking work in the field of psychoanalysis answered
about the human psyche. In psychology, the psyche is the totality of
the human mind, both conscious and unconscious.
a. Three levels of consciousness:
i. Conscious which deals with awareness of present
perceptions, feelings, thoughts, memories, and fantasies at
any particular moment;
ii. Pre-conscious/subconscious which is related to data that can
readily be brought to consciousness, and;
iii. Unconscious which refers to data retained but not easily
available to the individual’s conscious awareness or scrutiny.
b. He also proposed existence of unconsciousness:
i. A repository for traumatic repressed memories; and
ii. The source of anxiety-provoking drives that is socially or

ethically unacceptable to the individual.
c. He also structured the mind/ psyche intro 3 parts:
i. Id- operating on pleasure principle; if unpleasurable, there is
tension
ii. Ego- operating on reality principle; if it fails, anxiety is
experienced
iii. Superego- it incorporates the values and morals of society;
controls the Id impulses; persuades the ego to choose
moralistic goals and strive for perfection rather than simply
realistic ones.
d. Two systems of the Superego:
i. Conscience- if the ego gives in to the Id’s demands, the
superego may make the person feel bad through guilt.
ii. Ideal Self- an imaginary picture of how you ought to be. It
represents career aspirations; how to treat other people; and
how to behave as a member of society.
e. These are all products of the Psychoanalytic Theory of Freud.
Where a personality theory is based on the notion that an individual
gets motivated by unseen forces, controlled by the conscious and
rational thought.
IX. Gilbert Ryle

According to him what truly matters is
the behavior that a person manifests in his day
to day life. He suggests that the “self” is not an
entity one can locate and analyse but simply
the convenient name that people use to refer to
all the behaviors that people make. Your
actions define your own concept of “self.”
Figure 9. Gilbert Ryle by
Reginald John Whistler, 2015
( https://bit.ly/348tCUx),
public domain
X. Paul Churchland
He is known for his studies in neurophilosophy and the philosophy of

the mind. His philosophy stands on a materialistic view or the belief
that nothing but matter exists. If something can be seen, felt, heard,
touched, or tasted, then it exists.
a. His idea is called eliminative
Figure 10. Paul Churchland by
https://bit.ly/31ZfJWd materialism or the claim that
people’s common sense understanding of the mind is false, and
that certain classes of mental states which most people believe in
do not exist.
XI. Maurice Merleau-Ponty

He emphasizes that the body is the primary
site of knowing the world. His idea of the “self”
is an embodied subjectivity- a verb that means
to give a body. Subjectivity, is the state of
being a subject- an entity that possesses
conscious experiences such as perspectives,
feelings, beliefs, and desires. A subject acts
upon or affects some other entity, called the Figure 11. Mareleu-Ponty, 2012
(https://bit.ly/2EhDOPy),
object. A subject therefore, is something that Wikimedia Commons
exists, can take action, and can cause real effects (object).
a. The body and mind are so intertwined that they cannot be
separated from one another.
b. He dismissed the Cartesian Dualism that has spelled so much
devastation in the history of man. To him, the Cartesian problem is
nothing else but plain misunderstanding. The living body, his
thoughts, emotions, and experiences are all one.
Application
Who Believed?
1. He believed that the most important thing in life is the state of an
individual’s soul.
2. He believed that human being is both a soul and body.
3. He asserted that “self” does not exist; instead, he stressed that

perceptions are only active for as long as an individual is conscious.
4. He proposed for the existence of the unconscious.
5. He believed that there are parts of the soul, namely, appetitive, rational,
and spirited.
6. He claimed that human knowledge is derived from experience.
7. He believed that self is not in the body, and he stressed that the body and
its qualities are rooted to the self
8. He viewed that the immaterial soul does not exist because it cannot be
experienced by the senses.
9. He believed that an individuals’ actions define his/her own concept of the
self.
10. He asserted that the soul is distinct from the body.
Closure
Congratulations you made it. There might still be some confusion in the
mind but nonetheless a clear distinction is made. Some further readings are also
made available to deeper our understanding and widen our perspectives of the
self from the different philosophers.
We are now ready to proceed to Lesson 2. As we embrace our concept of
self and identity, there are other factors that define us. This is the whole idea of
Lesson 2.
Lesson 2
The Self as a Product of Modern Society

Among Other Constructions
Learning Outcomes:
At the end of the lesson, the student is expected to:

1. Compare and contrast how the self can be influenced by the different
institutions in the society; and
2. Deeper look at the meaning of self as influenced.
Time Frame: 3 hours
Introduction:
Time and again and across ages, the self has been debated, discussed and
conceptualized. Affirming and negating views were presented so as to
substantially present vivid descriptions of the “self.” As time passes by, these
settled into the idea between the body and the soul. Now, a new locus of
discussion is in the pipeline due to the advent of social sciences.
For an accepted fact is, no matter how a gifted person is if interaction to the
external reality is void, one ceases to exist in empty space. Thus, a solitude life.
But how one’s existence is influenced towards the development of the self?
Activity
Get a picture of yourself during your elementary, high school and now that
you are in college. Paste it in separate coupon bonds. Let members of the family
write salient and obvious characteristics they have seen or remember with you
(positive and negative). Do not forget to write also. Let the games begin.
Analysis
After so doing the activity, divide a coupon bond into three parts.
List down the following as many as you can.
Similarities in all stages of my Differences in my “self” across Possible reasons for the
“self” the three stages of my life differences in me
Abstraction:
How is one influenced by the society he/she lives? Who are the person
that influences him/her? Were the influences positive or negative?
Social constructivists argue that the self should not be seen as a static entity
that stays constant through and through. It has to be seen as something that is
unceasing flux, in a constant struggle with external reality and is malleable in its
dealings with society. The self is multi-faceted.
I. The Modernized Society

Modernization has significantly changed society, and this has
affected how an individual builds and develops his or her self-identity.
Pre-modern society was centered on survival. People behaved
according to social rules and traditions while the family and immediate
environment provided supervision on how to get through life.
a. Key characteristics of modernity (Giddens, 1991)
i. Industrialism- extensive use of material power and
machinery in all processes of production;
ii. Capitalism- involving competitive product markets and the
commodification of labor power;
iii. Institution of surveillance- massive increase of power and
reach by institutions, especially in government, and;
iv. Dynamism- having vigorous activity and progress.
II. Differences between social groups and social networks

a. Social groups- are described as having two or more people
interacting with one another, sharing similar characteristics, and
whose members identify themselves as part of the group. They can
be organic or rational groups. The former is highly influenced by
family. Organic motivation is runs deep giving the person a sense of
belongingness. The downside implies less freedom and greater
social conformity. The latter occurs in modern societies. They are
formed as a matter of shared self-interests. They join based on free
will. They are called rational motivation.
b. Social Networks- refers to the ties or connections that link you to
your social group. Examples of these are: what links you to family is
blood relation; to barkada is friendship; classmates common

interest to learn. Other self-influences to external adaptation:
i. Culture – adopting to social situation and social norms-
being a father, husband, worker, friend, OFW, and among
others
ii. Language- regional dialects; pop culture dialects; for Mead
and Vygotsky persons develop these and it affects
interaction
iii. Gender- is the role we portray and adapt or adopt; sex is the
physiological makeup of the person.
Application:
Answer honestly the following questions:

1. What are the influences of family in your development as an individual?
2. What social pressures help shape yourself? Would you have wanted it
otherwise?
3. What aspects of your self do you think may be changed or would you like to
change?
Closure:
You made it to Lesson 2. The journey continues. Lesson 3 now will the self
to culture. Let’s proceed.
Lesson 3
“I am Who I am”
Learning Outcomes:
At the end of the lesson, the student is expected to:
1. Identify the different ideas in psychology about the “self”;
2. Create own definition of the “self” based on the definitions of psychology;
and
3. Analyse the effects of various factors identified in psychology in the
formation of the self.
Time Frame: 3 hours
Introduction:
The study of the self is not just from philosophers down to a larger context but
also to the individual per se. This lesson focuses on the individual and the
cognitive functions, but it does not discount the context and other possible factors
that affect the individual.
Activity:
Lists 10 to 15 qualities or things that you think define who you are.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
Analysis:
After listing those 10-15 qualities, roam around in the neighbourhood (not
your relative but just near to where you live) and let them check or add more
qualities whom they perceived who you are. Let them freely write or check your
lists.
Abstraction:
The perennial question is: Who I am? Or Who am I?

Williams James (1890) was one of the earliest
psychologist to study the self and
conceptualized the self as having two aspects
– the “I” and the “me”. The “I” is the thinking, acting, and
feeling self. The “me”, is the physical characteristics as
well as psychological capabilities that makes who you
are.
Other concepts similar to the self are identify the self-concept. Identity is
Figure 12. William James by Notman
Studios, 2018. (https://bit.ly/2Yl33rI), composed of personal characteristics, social roles, and
CC0
responsibilities as well as
affiliations that define who one is. Self- concept is what
basically comes to your mind when you are asked about
who you are. Both are not fixed. They keep on changing
at every moment.
Carl Rogers captured a self-schema or our organized
system or collection of knowledge about who we are.
Figure 13. Carl Rogers by Didus,
These are but not limited to: 2018. (https://bit.ly/3j0cvZw), CC0
hobbies, family, religion,

nationality, interests, work, course, age, name, physical
characteristics among others.
Moreover, Swiss clinical psychologist known for
his pioneering work in child development known as
“theory of cognitive development”, Jean Piaget, did a
Figure 14. Jean Piaget by Ensian,
2016. (https://bit.ly/34hpSA8), CC0 comprehensive theory about the development of human
intelligence. It deals with the nature of knowledge itself;
and how humans gradually come to acquire, construct and use it. Cognitive
development is a progressive reorganization of mental processes resulting from
biological maturation and environmental experience. Cognitive development is at
the center of human organism.
The three basic components of Piaget’s cognitive development are:
1. Schema/ Schemes- building blocks of knowledge;
2. Adaptation- involves child’s learning processes to meet situational
demands;
3. Stages of Cognitive development- reflect the increasing sophistication of
the child’s thought process.
He further describes two processes used by the individual in his/her
attempt to adapt- assimilation and accommodation. Assimilation is the application
of the previous concepts to new concepts. Accommodation happens when
people encounter completely new information or when existing ideas are
challenged.
In the Stages of Cognitive Development, Piaget theorized that children progress

through 4 stages:
Table 2.
Stages of Cognitive Development

Stage Age Characteristics of Stage
Sensorimotor 0-2 Child learns by doing; looking; touching;
sucking; the child also has a primitive
understanding of cause-and-effect
relationships. Object permanence appears
around 9 months
Preoperational 2-7 Child uses language and symbols, including
letters and numbers. Egocentrism is also
evident. Conservation marks the end of the
preoperational stage and the beginning of
concrete operations
Concrete Operations 7-11 The child demonstrate conversation,
reversibility, serial ordering, and a mature
understanding of cause-and- effect
relationship. Thinking at this stage is still
concrete
Formal Operations 12+ The individual demonstrates abstract thinking
at this stage is still concrete
Dr Susan Harter (1999) detailed the emergence of self- concept and asserted
that the broad development changes observed across early childhood, later
childhood and adolescence could be interpreted within a Piagetian framework.
These developments are as follows:
1. Early childhood- the child describes the “self” in
terms of concrete, observable characteristics, such
as physical attributes, material possessions,
behaviors and preferences.
2. Middle or Later Childhood- self is described in terms
of trait like constructs that would require the type of
hierarchical organizational skills characteristic of
logical thought development. Figure 15. Susan Harter by
Guilford Press, 2020
3. Adolescence- emergence of more abstract self- (https://bit.ly/2Q6xqxx)
definitions, such as inner thoughts, emotions, attitudes, and motives.

4. Emerging Adults- a vision of possible self. The age of possibilities. Time of
grand dreams. More realistic.
The Art of being wise is knowing what we overlook according to the “father
of American psychology” William James. According to him, the “self” has two
elements: the I-self and the Me-self. The I-self is the pure ego. It is the objective
self. It is the “self” that is aware of its own actions. The I-self has these
characteristics:
a. The sense of being the agent or initiator of behavior
b. A sense of being unique
c. A sense of continuity
d. A sense of awareness about being aware
The Me-self is the self that is the object. The self you can describe like your
personal characteristics, personalities, social role, or relationships, thoughts,
feelings. They are call the empirical self. These are based on observation or
experience rather than theory or pure logic. The dimensions of the Me-self are:
a. Material
b. Social
c. spiritual
Application:
Do a research and list ten (10) things to boost your self- esteem or
improve your self-concept. Cite your sources. Analyze which of those tips are
more likely to backfire and make someone conceited or narcissistic and revise
them to make the statements both helpful to the individual as well as society in
general.
Closure:
You made it to Lesson 3. As this lesson provides, it is more of the

introspection of the self. A journey to deep within the recesses of one’s existence.
Lesson 4
The Self in Western and Eastern/Oriental Thought
Learning Outcomes:
At the end of this lesson, the student is able to:

1. Explain the concept of self as found in Asian thoughts;
2. Differentiate the concept of self according to Western thought against
Eastern/ Oriental perspectives; and
3. Create a representation of the Filipino self.
Time Frame: 3 hours
Introduction:
Different cultures and varying environment tend to create different

perceptions of the “self” and one of the most common distinctions between
cultures and people is the Eastern vs. Western dichotomy wherein Eastern
represents Asia and Western represents Europe and Northern America. One of
the major proponents of cultural psychology, Richard Shweder, wrote “Cultural
traditions and social practices regulate, express, and transform the human
psyche, resulting less in psychic unity for humankind than in ethnic divergences
in mind, self, and emotion (as cited in Otig et al, 2018)”.
Activity:
Write top five (5) differences Western and Eastern society, culture, and
individuals. Cite your sources.
Western Eastern
Analysis:
Do you agree with the differentiation? Where can you find for the
Philippines in the distinction? Can you mention some factors, similarities and
differences from our Asian neighbours? Is there also a difference between
regions or ethnolinguistic groups in the Philippines?
Abstraction:
There are a lot of sources in which we can analyse the perspective of

Eastern and Western thought.
The Western tradition is generally acknowledged to be “imbued with a style of
thinking based on dichotomy and binary opposition. Frank (1985) outlined 4
categories on how the term “self” is used in contemporary western discussions; to
wit:
a. Analytical – tendency to see reality as an aggregate of parts;
b. Monotheistic- involved the tendency to unitary explanations of phenomena
and a closed system view of the “self”
c. Individualistic – where self-expression and self-actualization are important
ways of establishing who one is, as well as in finding satisfaction in the
world.
d. Materialistic/ rationalistic – tends to discredit explanations that do not use
analytic-deductive modes of thinking.
The Oriental/ Eastern thoughts present the following:
1. Confucianism- code of ethical conduct; how one should act properly

according to their relationship with other people; focused on having a
harmonious social life; a cultivated self in Confucianism is what some
scholars call as “subdued self.” where personal needs are repressed for
the good of the many; it is hierarchical for the purpose of maintaining order
and balance in society.
2. Taoism- is living the way of the Tao or the universe; it rejects having one
definition of what Tao is, and one can only state clues of what it is as they
adopt a free-flowing, relative, unitary, as well as paradoxical view of almost
everything; rejects hierarchy and strictness; would prefer a simple lifestyle
and its teachings thus aim to describe how to attain that life.
3. Buddhism- the self is seen as an illusion; born out of ignorance, of trying

to hold and control things, or human-centered needs; thus, the self is also
a source of all these sufferings; forget the self; forget the cravings of the
self; break the attachments with the world; renounce the self which is the
cause of all the suffering and I so doing, attain the state of Nirvana.
4. Islam- the Arabic word for the “self” is Nafs written in the Holy Qur-an. It
pertains to the psyche or the soul. The Quran does not ascribe any
property of goodness or evil to the self. The Nafs is something, which has
to be nurtured and self-regulated so it can progress into becoming good
through its thoughts and actions.
*Further references are available at https://bit.ly/2CMpfU0
Application:
Create a representation, diagram, or concept map of the SELF according

to Filipino culture. Provide a brief explanation of your output. You can also cite
books and researches about Filipino culture, self, and identity to further elaborate
on the topic.
Closure:
Congratulations. You made it to the last lesson for Module 1. It is with

hope that learnings, development and continued growth for the self in many
angles enhances one’s discovery and strengthen oneself as it journeys with life.
Module Summary:
The journey towards the self-made Module 1 an initial trip. The self as
defined by key philosophers, to self as influenced from macro and micro
perspectives, towards inner journey and finally influences between Asian and
Western thoughts provide the undertaking of probing deeper as one journeys with
life. As experienced and lived day by day, it is inevitable that whether high or low,
north or south, tearful joy and joyful tears, the self like a wheel runs through with
it. As they say, it’s not the journey that counts but every moment we live with the
journey called life. Positive or negative, we are responsible for the life we live.
Module Assessment:
This will be provided by the faculty in charge.
Module 2
Unpacking the Self
Module Overview:
In this chapter, the student will explore some of the various aspects that make
up the self, such as the biological and material to the spiritual and political,
including the more recent digital self.
Module Outcomes:
At the completion of this course pack, learners should be able to:
 Explore the different aspects of self and identity;
 Demonstrate critical, reflective thought in integrating the various
aspects of self and identity;
 Describe the different forces and institutions that impact the
development of various aspects of self and identity; and
 Examine one’s self against the different aspects of self-discussed in
class.
Lesson 1
My body. My choice.
Learning Outcomes:
At the end of this lesson, the student should be able to:

 Define what is beauty;
 Discuss what the Philosophers think about beauty;
 Explain how cultural traditions shape body image;
 Analyse the relationship between body image and self-esteem; and
 Evaluate personal concept of physical beauty.
Time Frame: 3 hours
Introduction:
Welcome! In this lesson we commence the second part of this course by
identifying the philosophical views and environmental factors that shape personal
understanding of the physical self. It also delves into psycho-socio-cultural issues
associated with physical well-being.
Activity: “How do I feel about myself?”
Rosenberg Self-Esteem Scale
Below is a list of statements dealing with your general feelings about yourself.
Please indicate how strongly you agree or disagree with each statement by
putting () mark in the column of your choice.
ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE AGREE
1. On the whole, I
am satisfied with
myself.
2. At times I think I
am no good at
all.
3. I feel that I have
a number of
good qualities.
4. I am able to do
things as well as
most other
people.
5. I feel I do not
have much to be
proud of.
6. I certainly feel
useless at times.
7. I feel that I’m a
person of worth,
at least on an
equal plane with

others.
8. I wish I could
have more
respect for
myself.
9. All in all, I am
inclined to feel
that I am a
failure.
10. I take a positive
attitude toward
myself.
Scoring: 2,5,6,8,9 are reversed score. Give “Strongly Disagree” 1point,

“Disagree” 2 points, “Agree” 3 points, and “Strongly Agree” 4 points. Sum scores
for all ten items. Keep Scores on a continuous scale. Higher scores indicate
higher self-esteem.
Analysis:

 What does healthy self-esteem mean to you?
 What do you love the most about your body?
 What are the things you are good at?
 When do you feel self-sufficient?
 How often do you doubt your professional/ personal competence?
 What could be a problem if your looks do not match your physical
standards?
 Based on the activity above, what is the significance of your score? Do
you agree with the result?
Abstraction:
I. What Philosophers think about beauty?
The nature of beauty is one of the most persistent and controversial

subjects in Western philosophy. Beauty, along with kindness, truth and
justice, was one of the highest values.
The two most-debated views about beauty are:
a. Beauty is objective (before 18th century)

i. St. Augustine believed that things gave delight because it
was beautiful.
ii. Plato conceptualization of beauty is a response to love and
desire. He argued that beauty exists in the realm of forms
and that things look beautiful because they reflect the idea of
beauty that already exists in the realm of forms.
iii. Aristotle argued that the main forms of beauty are order,
symmetry, and definiteness, which can be demonstrated by
mathematical science.
b. Beauty is subjective (18th century)
i. David Hume – “Beauty is no quality in things themselves: it
exists merely in the mind which contemplates them; and
each mind perceives a different beauty. One person may
even perceived deformity, where another is sensible of
beauty; and every individual ought to acquiesce in his own
sentiment, without pretending to regulate those of others”
ii. Immanuel Kant – “The judgment of taste is therefore not a
judgment of cognition, and is consequently not logical but
aesthetical, by which we understand and that whose
determining ground can be no other than subjective”
iii. Francis Hutcheson – “The perception of beauty does depend
on the external sense of sight; however, the internal sense of
beauty operates as an internal or reflex sense. The same is
the case with hearing: hearing music doesn’t necessarily
give the perception of harmony as it is distinct from hearing “.
II. Psychological discovery about beauty

 Studies show that those who consider themselves attractive
make more money than those who look good than the average
person. In politics, voters who are actively involved in social and
political issues have a 90% chance of selecting candidates
based on "attendance."
 These study results can be attributed to a cognitive bias called

the “halo effect”.
o Cognitive bias – error in reasoning, evaluating,
remembering, or any other mental process that is often a
result of holding on to one’s preferences and beliefs
regardless of contrary information
o Halo effect – tendency of people to rate attractive
individuals more favourably for their personality traits or
characteristics as compared to those who are less
attractive

Figure 16. What is the Halo effect by Joshua Seong, 2020. (https://bit.ly/2YiYGgL)
Evolutionary psychology has found that some of the basic and

important traits it encounters can indicate its quality as a partner
in a romantic relationship. The most important and permanent
element of facial attention is the structural features of the face.
They are also sexual in nature.
 In addition, our hormones form our faces. These gender-specific
facial features of adult men and women cause testosterone to
be exposed during a person's development. We are
programmed to use strong indicators of masculinity and
femininity as this reflects a person's level and health.
III. How cultural traditions shape body image

Cultural traditions can either be a positive or a negative influence on

body image and on self-esteem. Body image is generally how one
thinks and feels toward one’s own body (as cited in Otig, Gallinero,
Bataga,
Salado &
Visande,
2018).
People
consider
joining cultural
groups to be
who they are. As a result, they are more likely to participate in such
cultural programs and practices. Choosing friends, media and even
spouses from your culture. When cultureFigure
is considered
17. Beauty standard across the world by Esther Honig, 2014.
(https://bit.ly/3hxdsbr)
an important activity individually, it is difficult for
human beings to cope with the conscious and unconscious influence of
culture on human life.
IV. The relationship between body image and self-esteem

The term self-esteem was coined by William James in 1800. He
presented self-esteem as the number of successes a person achieves
in the domains of life that are important to him or her, divided by the
number of failure s that occurred in those areas. In the 1960’s
behavioural scientists defined self-esteem in terms of an attitude
concerning one’s worth as a person (as cited in Otig et al., 2018).
Self-esteem is about how you value yourself and how you treat
other people. It is important because it affects your state of mind and
your behavior.
Body image on the other hand is how you look at your body,
make you attractive, and make yourself look like some other people.
For many, especially teenagers, body image is something that sings
with pride.
If you have a positive image of your body, you can choose and
accept yourself in any way, even if you do not fit the popular notion of
"beautiful" or "beautiful". This healthy attitude allows you to explore

other aspects of growth, such as developing good friendships, being
more independent of parents, and challenging yourself physically and
mentally. Developing these parts of your body will increase your
confidence.
V. The importance of physical beauty

Physical beauty is very important, so it is important to
understand the correct definition of physical beauty so as not to
damage your self-confidence. The definition of the dictionary of
physical beauty is: "The degree to which a person or his physical
characteristics are considered pleasant or beautiful." Don't assume that
the definition of "who" does not indicate what physical features are
attractive and invincible. This is because while physical beauty is very
important, the good news is that the standards of physical beauty vary
from person to person.
When your appearance does not match the quality of your
beauty, self-image problems arise. In order to have a positive self-
image and better self-confidence, you must first understand your
misconceptions about physical attraction.
Application:
Complete the statements below.
1. My philosophy of beauty is
______________________________________________________
______________________________________________________
______________________________________________________
2. A beautiful person is
______________________________________________________
______________________________________________________
______________________________________________________
3. I am beautiful because
______________________________________________________
______________________________________________________
______________________________________________________
4. List down names of people you know who are beautiful

______________________________________________________
______________________________________________________
______________________________________________________
Closure:
Well done! You have just finished Lesson 1 of this module which pointed
out that as a vessel of the self, the physical well-being of a person must be
maintained at all times. Should there be some parts of the lesson which you need
clarification, please ask your instructor during consultations.
When you're ready, move on to Lesson 2 in this module, which discusses
the concepts of fully asserting yourself as a sexual being, including positive and
negative thoughts and feelings, among others.
Lesson 2
Let’s talk about SEX
Learning Outcomes:
At the end of this lesson the student should be able to:
 Define sexual self;
 Trace the human sexual development;
 Outline the human sexual response cycle;
 Explain the relationship of brain activity to sexual response;
 Recognize the diverse sexual behaviours;
 Identify sexual orientation and gender identity issues;
 Enumerate the various Sexually Transmitted Diseases (STD) and its
transmission;
 Discuss responsible parenthood and Reproductive Health Act of 2012; and
 Differentiate methods of contraception.
Time Frame: 6 hours
Introduction:
This lesson addresses one of human development's most important

elements, the sexual self. It highlights environmental and biological factors that
influence sexual growth.
Activity 1: Characterizing Myself

Fill out the chart below.
MY TRAITS My characteristics My characteristics My characteristics
or traits most or traits most traits not similar to
similar to those of similar to those of those of my father
my father my mother or my mother
Positive
Negative
Activity 2: Gender Sensitivity and Development Seminar/ Webinar
Analysis:

 Are there more positive traits than negative traits written on your chart?
 What type of traits have you written on the chart? Which traits are
observable and which are not?
 Compare the traits written on the first two columns with those on their 3 rd.
Are there more physical traits than non-physical traits that have been
recorded
 Are you happy for having those traits? Have you ever expressed your
gratitude?
 Have you ever expressed your gratitude to your parents for passing those
traits to you?
 How does gender play a role in development?
 Why is gender equality important?
 Do you think women are inferior to men or vice versa?
 Does sexism exist only to a certain gender?
 What factors do you think contribute to gender and identity issues?
Abstraction:
I. Definition of sexual self

According to Ariola (2018) sexual self refers to the
individual’s feelings, actions, and behaviour concerning various
aspects as development of secondary sex characteristics, human
reproductive system, the erogenous zones of the body, the biology
of sexual behaviour, chemistry of lust, love and attachment, among
many others.
II. Development of secondary sex characteristics and the human

reproductive system
Immediately after fertilization of the egg, the development of
the reproductive system begins. Rapid reproductive development
occurs in the uterus; But when a baby is born before puberty, the
reproductive system changes a little.
In the absence of a special chemical code, all fertilized eggs
occur in women, so the gender of a woman is considered "basic".
To become a fertilized egg, a cascade of chemical reactions must
be triggered by a single gene on the male Y chromosome known as
SRY, the sex-determining region on the Y chromosome. Both male
and female embryos have identical cells that grow in the male or
female gonads or gonads.
III. Further sexual development that occurs at puberty

Puberty is the stage of development where individuals
become sexually mature. It can be separated into five stages. The
characteristics of each stage vary for girls and boys.
Table 3
Sexual Development at Puberty

STAGES PUBERTY STAGES IN GIRLS PUBERTY STAGES IN BOYS

1 Approx. 8-11 years old: Approx. 9-12 years old:
The ovaries enlarge and hormone
production starts, but external  No visible signs of
development is not yet visible. development occur, but,
internally, male hormones
become a lot more active.
 Sometimes a growth spurt
begins at this time.
 The first external sign of  Height increases and the
puberty is usually breast shape of the body changes.
development.  Muscle tissue and fat develop
 At first breast buds develop. at this time.
 The nipples will be tender  The aureole, the dark skin
and elevated. around the nipple, darkens
 The area around the nipple and increases in size.
(the aureole) will increase in  The testicles and scrotum
size. grow, but the penis probably
 The first stage of pubic hair does not.
may also be present at this  A little bit of pubic hair begins
time. to grow at the base of the
 It may be coarse and curly or penis.
fine and straight.
 Height and weight increase
at this time. The body gets
rounder and curvier.
3 Approx. 9-15 years old: Approx.11-16 years old:
 Breast growth continues and  The penis starts to grow during
pubic hair gets coarser and this stage.
darker.  It tends to grow in length
 During this stage, whitish rather than width.
discharge from the vagina  Pubic hair is getting darker
may be present. and coarser and spreading to
 For some girls, this is the where the legs meet the torso.
time that the first menstrual  Also, boys continue to grow in
period begins. height, and even their faces
begin to appear more mature.
The shoulders broaden,
making the hips look smaller.
Muscle tissue increases and
the voice starts to change and
deepen.
 Finally, facial hair begins to
develop on the upper lip.
 Some girls notice that their  At this time, the penis starts
aureoles get even darker and to grow in width, too.
separate into a little mound  The testicles and scrotum
rising above the rest of the also continue to grow.
breast.  Hair may begin to grow on
 Pubic hair may begin to have the anus.
a more adult triangular  The texture of the penis
pattern of growth. becomes more adult-
 If it did not happen in Stage looking.
Three, menarche (first  Underarm and facial hair
menstruation) should start increases as well. Skin gets
now. oilier, and the voice
 Ovulation may start now, too. continues to deepen.

But it will not necessarily
occur on a regular basis. (It is
possible to have regular
periods even if ovulation
does not occur every month.)
 This is the final stage of  Boys reach their full adult
development. height.
 Full height is reached, and  Pubic hair and the genitals
young women are look like an adult man's do.
ovulating regularly.  At this point, too, shaving is
 Pubic hair is filled in, and a necessity. Some young
the breasts are developed men continue to grow past
fully for the body. this point, even into their
twenties.
IV. Erogenous zones of the body

The term erogenous zone is use to describe areas of the
body that are highly sensitive to stimuli and are often (but not
always) sexually exciting (Otig et al.,2018).
Specifically, it refers to parts of the body that are primarily
receptive and increase sexual arousal when touched in a sexual
manner. Erogenous zones may vary from one person to another.
Some people may enjoy being touched in a certain area more than
the other areas (Alata, Nicolas, Caslib, Serafica & Pawilen, 2018).
a. Non-Specific Skin - It is similar to any other portion of the usual
haired skin. Examples: sides and back of the neck, the axilla and
side of the thorax
b. Specific Skin - It is found the mucocutaneous regions of the body or
those regions made both mucous membrane and of cutaneous
skin. Examples: prepuce, penis, the female external genitalia,
perianal skin, lips, and nipples
V. Phases of human sexual response cycle

The sexual response cycle refers to the sequence of physical
and emotional changes that occur as a person becomes sexually
aroused and participates in sexually stimulating activities, including
intercourse and masturbation (“Sexual Response”, 2020).
In both men and women, these events may be identified as

occurring in a sequence of four stages: excitement, plateau, orgasm,
and resolution. The basic pattern of these stages is similar in both
sexes, regardless of the specific sexual stimulus (Nolen, 2020).
Table 4
Phases of Human Response Cycle

PHASES GENERAL CHARACTERISTICS
Phase 1: Excitement • Muscle tension increases
• Heart rate quickens & breathing is accelerated
• Skin may become flushed
• Nipples become hardened or erect
• Blood flow to the genitals increases, resulting in
swelling of the woman’s clitoris & labia minora, &
erection of the man’s penis
• Vaginal lubrication begins
• The woman’s breast become fuller and the vaginal
walls begin to swell
• The Man’s testicle swell, his scrotum tightens, and he
begins secreting a lubricating liquid
Phase 2: Plateau • The changes begun in phase 1 are intensified
• The vagina continues to swell from increased blood
flow, and the vaginal walls turn a dark purple
• The woman’s clitoris becomes highly sensitive &
retracts under the clitoral hood to avoid direct
stimulation from the penis
• The man’s testicles are withdrawn up into the scrotum
• Breathing, heart rate & BP continue to increase
• Muscle spasm may begin in the feet, face, and hands
• Tension in the muscles increase
Phase 3: Orgasm This phase is the climax of the sexual response cycle. It is the
shortest of the phases and generally last only a few seconds.
General Characteristics of this phase include the following:
• Involuntary muscle contractions begin
• BP, heart rate, & breathing are their highest rates with
a rapid intake of oxygen
• Muscle in the feet spasm
• There is sudden, forceful release of sexual tension
• In women, the muscles of the vagina contract. The
uterus also undergoes rhythmic contractions
• In men, the muscles of the vagina contract, the uterus
also undergoes rhythmic contractions
• In men, rhythmic contractions of the muscles at the
base of penis result in ejaculation of semen
• A rash or “sex flush” may appear over the entire body
Phase 4: Resolution During this phase the body slowly returns to its normal
functioning level. The swelled and erect body parts return to
their previous size and color. This phase is marked by a
general sense of well-being; intimacy is enhanced; and often
fatigue sets in.
With further sexual stimulation, some women can return to the

orgasm phase. This allows them to experience multiple
orgasm. Men, on the other hand, need recovery time after
orgasm. This is called refractory period. How long a man needs
a refractory period varies among men in his age
VI. Roles of the brain in sexual activity

 The brain is responsible for translating the nerve impulse
sensed by the skin into pleasurable sensations
 It controls the nerves & muscles used in sexual activities
 Sexual thoughts and fantasies are theorized to lie in the
cerebral cortex, the same area used for thinking and
reasoning
 Emotions and feelings are believed to originate in the limbic
system
 The brain releases the hormones considered as the
physiological origin of sexual desire
VII. Roles of hormones in sexual activity
 OXYTOCIN – aka. “love hormone” and believed to be involved

in our desire to maintain close relationships. It is released
during sexual intercourse when orgasm is achieved
 FOLLICLE-STIMULATING HORMONE (FSH) – it is
responsible for ovulation in females.
 LUTENIZING HORMONE (LH) – crucial in regulating the
testes in men and ovaries in women. In men, the LH
stimulates the testes to produce testosterone. In males,
testosterone appears to be a major contributing factor to
sexual motivation
 VASOPRESSIN – involved in the male arousal phase. The
increase of vasopressin during erectile response is believed to
be directly associated with increased motivation to engage in
sexual behaviour
 ESTROGEN & PROGESTERONE – typically regulate
motivation to engage in sexual behaviours for females, with
estrogen increasing motivation and progesterone decreasing
it.
VIII. Understanding the chemistry of Lust, Love, and Attachment (Stages

of falling in love)
a. LUST – marked by physical attraction. It is driven by testosterone in
men and estrogen in women. Lust, however, does not guarantee
that couples will fall in love forever.
b. ATTRACTION – at this stage, you begin to crave for your partner’s
presence. They get excited and energized when they fantasize
about things they could do together as a couple. Three chemicals
trigger this feeling
i. Norepinephrine – responsible for the extra surge of energy
and triggers increased heart rate, loss of appetite, as well as
the desire to sleep. Your body is in more alert state and is
ready for action
ii. Dopamine – associated with motivation and goal directed
behavior. It makes you pursue your object of affection. It
creates a sense of novelty, where the person seems exciting,
special, or unique that you want to tell the world about his or
her admirable qualities
iii. Serotonin – thought to cause thinking. Low levels of
serotonin said to be present in people with OCD behaviour
c. ATTACHMENT – involves the desire to have lasting commitment
with your significant other. At this point, you may want to get
married and/ have children
IX. Gender differences on sexual desire

Factors that contribute to gender differences in sexual desire
include culture; The social environment and even political
circumstances.
Alternatively, some researchers suggest that due to the
various evolutionary pressures that men and women face over time,
the first human women engaged in selective sex with carefully
selected men to maximize productive success, although the men
were not under as much pressure.
X. Psychological aspect of sexual desire

Sexual desire is generally considered a sexual topic or
activity of interest. It is sometimes accompanied by genital arousal
(penile erection in men and lubrication in women). Sexual desire is
triggered by various cues and scenarios, such as personal
thoughts, feelings, fantasies, sensual objects (books, movies,
photos), different sensory environments, situations, or social
interactions.
Sex drive is a basic, biologically mediated stimulus for sexual
activity or satisfaction. In contrast, sexual desire is a more complex
psychological experience that does not depend on hormonal
factors.
However, developmental research shows that the ability to
experience sexual desire though not hormone-dependent, are
probably still facilitated by hormones (Otig et al., 2018). Therefore,
physiological arousal is not an essential component of sexual desire
and sexual desire should not be considered a more accurate
marker than individual self-referring emotions.
XI. Physiological mechanism of sexual behavior motivation

Animal studies suggest that limbic system structures such as
the amygdala and nucleus accubens are particularly important for
sexual motivation.
a. AMYGDALA – the integrative
center for emotions, emotional
behavior, and motivation
b. NUCLEUS ACCUMBENS – plays
a role in motivation and cognitive
processing of aversion. It has a
Figure 18. The amygdala & nuclesaccumbens
significant role in response to by Tor Wager (https://bit.ly/2QeJooP)
reward and reinforcing efforts, translating emotional stimulus into

behaviors
XII. Diversity of sexual behavior

Sexual orientation is defined as individual’ s general
disposition toward partners of the same sex, the opposite sex, or
both sexes. On the other hand, gender identity refers to one’s
sense of being male or female. Generally, our gender identities
correspond to our chromosal and phenotypic sex, but this is not
always the case (Otig et al., 2018).
Table 5
Sexual Orientations
L LESBIAN These are females who are exclusively attracted to women.
G GAY This can refer to males who are exclusively attracted to any
other males. It can also refer to anyone who is attracted to
their same gender.
B BISEXUAL This can refer to anyone who is sexually/romantically

attracted to both men and women
T TRANSGENDER/ It is an umbrella term for people who do not identify with

TRANSEXUAL the gender assigned to them at birth.
Q QUEER It is a useful term for those who are questioning their

identities and are unsure about using more specific terms,
or those who simply do not wish to label themselves.
+ PLUS To signify that many identities are not explicitly represented

by the letters. This includes (but is not limited to) intersex or
people who are born with a mix of male and female bio-
traits, and asexuals who are persons who does not desire
sexual activities.
LGBTQ+ is an umbrella term for a wide spectrum of gender identities, sexual
orientations, and romantic orientations.
XII. Sexual orientation and gender identity issues

a. Sociocultural factors - influence the various issues related to sexual
orientation and gender identity
i. In the Philippines and most Southeast Asian neighbors view
homosexuality as the norm.
ii. In New Guinea, young boys are expected to engage in
sexual behaviour with any other boys because they believe
that it is part of the transformation of boys to men
iii. In the Philippines, an individual is classified as either male or

female only
iv. Thailand recognizes male, female, and “kathoey”
(transgender) categories
b. Family influences - The children’s interests, preferences,
behaviours, and overall self-concept are strongly influenced by
parental and authority figure teachings regarding sexual
stereotypes. Thus, children whose parents adhere to strict gender-
stereotyped roles are, in general, more likely to take on those roles
themselves as adults that are peers whose parents provided less
stereotyped, more neutral models for behaving.
c. Urban setting - Another research discovered that homosexuality
positively correlated with urbanization. The study surmised that
large cities seem to provide a friendlier environment for same-
gender interests than in rural places (Laumann, et al., 1994).
d. History of sexual abuse - Previous published studies claimed that
abused adolescents, particularly those victimized by males, are
more likely to become homosexuals or bisexual in adulthood. These
studies were criticized for being non-clinical and un-reliable (Wilson
& Wisdom, 2009).
XIII. Sexually Transmitted Diseases/ Infections
Figure 19. Sexually Transmitted Diseases (https://bit.ly/3lb3Hl9)

Sexually Transmitted Diseases (STDs) are diseases or

infections that is transmitted through sexual contact in which the
organisms that cause STDs are transmitted from one person to
another in blood, sperm and vaginal or body fluids.
These infections have a huge impact on all dimensions of a
person's life. STDs can negatively impact a person's self-concept
and can severely impact a person's entire life and their family.
Society, oftentimes associate STDs with promiscuity or
socially acceptable behaviors. This makes most persons afflicted
with STDs hesitate to seek immediate treatment. Oftentimes, the
disease is already in its advance stage when the individual finally
decides to consult health professionals (Udan, 2009).
It is therefore challenging to reduce social stigma associated
with STDs. However, generalizing these infections by talking more
openly with friends and family and addressing the importance of
testing as part of general health care can help alleviate these
barriers and reduce STD rates over time (Denison, Jutel,
Bromhead, Dennison & Grainger, 2017).
XIV. The Responsible Parenthood and Reproductive Health Act of 2012
An Act providing for a national policy on

Responsible Parenthood and Reproductive Health
Citation Republic Act. No. 10354

Enacted by House of representatives of the Philippines
Date Enacted December 19, 2012
Enacted by Senate of the Philippines
Date enacted December 19, 2012
Date signed December 21, 2012
Signed by Miriam Defensor Santiago
Date commenced January 17, 2013
*Source: https://bit.ly/2CRRXTn
a. Specific objectives:
 Reduce by 3 quarters, between 1990 and 2015, the maternal
mortality ratio
 Reduce by 2/3 between 1990 and 2015, the under-five
mortality rate
 To have halted by 2015 and begun to reverse, the spread of
HIV/AIDS
b. Regional objectives:
 Improve access to the full range of affordable, equitable, and
high-quality family planning and RH services to increase
contraceptive use rate & reduce unwanted pregnancies &
abortions
 Making pregnancy safer
 Support countries & areas in developing evidence-based
policies & strategies for the reduction of maternal & newborn
mortality
 Improve access to the full range of affordable, equitable, and
high-quality family planning & RH services to increase
contraceptive use & reduce unwanted pregnancies
 Improve the health & nutrition status of women of all ages,
especially pregnant & nursing women
 Gender, women & health;
 Integrate gender & rights considerations into health policy &
programs, especially into RH & maternal health care
 Improve the health & Nutrition status of women of all ages
XV. Family planning and methods of contraception

a. Benefits of family planning/ contraception according to WHO
 Prevent pregnancy-related health risk in women
 Reduce infant mortality
 Help prevent HIV/AIDS
 Empower people and enhance education

 Reduce adolescent pregnancies
 Slow population growth
b. Benefits of family Planning according to DOH
i. Mother
 Enables her to regain her health after delivery
 Gives enough time to love & provide attention to her
husband & children
 Gives more time for her family & own personal
advancement
 When suffering from illness, gives enough time for
treatment and recovery
ii. Children
 Healthy mothers produce healthy children
 Will get all the attention, security, love, and care they
deserve
iii. Father
 Lightens the burden & responsibility in supporting his
family
 Enables him to give his children their basic needs
 Gives him time for his family and own personal
advancement
 When suffering from illness, gives enough time for
treatment and recovery
c. Disadvantages
i. Birth control health risks
 Some allergies to spermicides or latex.
 For some women, oral contraceptives can lead to hair
loss and weight gain, and the use of diaphragms can
lead to UTI
ii. Possibility of pregnancy
 FP methods are not 100% reliable.
 Other than abstinence, there is no birth control

method that is completely effective.
 Couples who are engaging is sexual activity should
always consider the possibility of an unexpected
pregnancy
iii. Pregnancy after birth control
 For some it might take months for ovulation and the
menstrual period to return to normal
 How long the menstrual period takes to return to its
normal cycle is entirely individual, and has nothing to
do with how long the woman has been using of birth
control or not.
 The most important thing to know about stopping your
preferred method of birth control.
 The most important thing to know about stopping your
preferred method of birth control is that ovulation can
return immediately.
d. Methods of contraception:
i. Natural family planning method
1. Periodic abstinence (fertility awareness) method
2. Rhythm (calendar) method – the couple tracks the
woman’s menstrual history to predict she will ovulate
3. Cervical mucus (ovulation)/ Billing’s method -
examining the color and viscosity of the cervical
mucus to discover when ovulation is occurring.
4. Basal Body temperature monitoring - relies on
monitoring a woman’s basal body temperature on a
daily basis. This indicates fertile and non-fertile stages
of the cycle
5. Use of breastfeeding or lactational amenorrhea
method (LAM) – Through exclusive breastfeeding, the
woman is able to suppress ovulation
6. Coitus interrruptus (withdrawal or pulling method) –

this is the oldest method. The couple proceeds with
coitus; however, the man must release his sperm
outside of the vagina.
ii. Hormonal contraception/ Artificial family planning
1. Oral Contraceptives (pill) - contains synthetic
estrogen and progesterone
2. Transdermal contraceptive patch – medicated
adhesive patch that is placed on the skin to deliver a
specific dose of medication through the skin and into
bloodstream
3. Vaginal ring – it is a birth control inserted into the
vagina & slowly release hormones through vaginal
wall into the blood stream to prevent pregnancy
4. Subdermal Implants – involve the delivery of a steroid
progestin from the polymer capsules or rods placed
under the skin.
5. Hormonal Injections – It is a contraceptive injection
given once every three months. It typically suppresses
ovulation, keeping the ovaries from releasing an egg.
iii. Barrier methods
1. Intrauterine device – small, t-shaped device wrapped
in copper or contains hormones. A doctor inserts the
IUD into the uterus. IUD prevents fertilization of the
egg by damaging or killing the sperm.
2. Chemical barriers – such as spermicides, vaginal
gels, creams and glycerin films are used to cause the
death of sperm before they can enter the cervix
3. Diaphragm – dome shaped barrier methods of
contraception that blocks sperms from entering the
uterus
4. Cervical cap – silicone cup inserted in the vagina to
cover the cervix and keep sperm out of the uterus
5. Male condom- is a latex or synthetic rubber sheath

placed on erect penis before vaginal penetration to
trap the sperm during ejaculation
6. Female condoms – thin pouch inserted into the vagina
before sex serving as protective barrier to prevent
pregnancy and protection from STD
7. Surgical methods/ Permanent contraception
8. Vasectomy – Surgical operation wherein the tube
carries the sperm to a man’s penis is cut. It is a
permanent male contraception method
9. Tubal Ligation – It is a surgical procedure for female
sterilization involving severing and trying the fallopian
tube. A tubal ligation disrupts the movement of the
egg to the uterus for fertilization and blocks sperm
from travelling up to the fallopian tubes to the egg
Application:
Part 1: Answer the questions below

1. For Girls: How was your experience the first time you had your
menarche or your first menstruation? Were you afraid? How did you
cope with your feeling of awkwardness/negativity, especially since it
was accompanied by bodily changes?
For Boys: How was your experience the first time you had your
nocturnal emission? How did you cope with your feelings of
awkwardness/ negativity, especially since it was accompanied by
bodily changes?
2. Do you have a crush now? A boyfriend/ girlfriend? How are you

dealing/ managing with your emotions? Do you consult your
parents? Friends? Classmates about it?
Part 2: Use your creativity by making an ICT material for STI awareness
campaign
Closure:
Well done! You have just finished Lesson 2 of this module which explained
the biological stages of the sexual self and the issues surrounding it. Should
there be some parts of the lesson which you need clarification, please ask your
instructor during consultations.
When you're ready, move on to Lesson 3 in this module, which examines
ourselves further in the lens of material self.
Lesson 3
Forget about the price tag
Learning Outcomes:
At the end of this lesson, the student should be able to:
 Explain the association of self and possessions;
 Differentiate consumption and production
 Identify the role of consumer culture to self and identity; and
 Appraise one’s self based on the description of material self.
Time Frame: 3 hours
Introduction:
The material self consists of things that belong to a person or entities that
a person belongs to. In this type of self, the person plays an important role in the
place where he lives. Thus, the basic assumption in terms of economic self is that
both producers and consumers in certain culture act rationally and in their own
self-interest.
Activity: Blank Check Challenge

A very wealthy person gave you a blank check and told you to spend the
amount you wished for to make yourself happy. What are you going to do with it?
Make a list of what you want to have. Write as many as you want.
Analysis:

 How would you feel as you do the Blank Check Challenge?
 Which among the items in your list you like the most? Why?
 If ever you were given the chance in real life to have one among the list.
Which would you choose? Why?
 Does your choice different from what your answer in question number 2?
Why or why not?
 Let your classmate read your list? Ask her/him to give or write a quick
impression of yourself based on the list you showed him/her.
 Is the quick impression of your classmate has some truth about who you
are?
Abstraction:
I. The Material Self Investment

According to James the material self primarily is about our bodies,
clothes, immediate family, and home. We are deeply affected by these
things because we have put much investment of our self to them (as cited
in Alata et al.,2018).
Figure 20. Material Self Investment Diagram
The body is the innermost part of our body. Deliberately, we are

investing in our bodies. We are directly connected to something without
which we cannot survive. We try to make sure that the body works well. An
illness or condition directly affects us. We get a special preferential contact
or intimate closeness with certain parts of the body because it has its
value.
Next to our body are the clothes we wear. James believed that
clothing is an integral part of material being. According to Lutze, “any time
we bring an object into the surface of our body, we invest that object into
the consciousness of our personal existence taking its contours to be our
own and making it part of the self” (as cited in Alata et al., 2018). The
clothes we wear create a sensitivity that directly affects our attitudes and
behavior. Thus clothing is placed second in the hierarchy of the material
self. Clothing is a form of self-expression. According to Watson we choose
and wear clothes that reflect our self (as cited in Alata et al., 2018).
The family is third in the hierarchy. Our parents and siblings have a
more important role. What they do or become affects us. When we treat
them as our closest copy, we are investing heavily in our immediate family.
Lastly, the home completes the hierarchy of the material self. This
is our ancient dwelling. Our home experiences were recorded and marked
on individual parts and objects in our home. Thus, the home is an
extension of the self, for in this we can connect ourselves directly.
Moreover, we are attached to the things we invested in. The more

the self has given investments to a particular thing, the more it identifies to
it. We also tended to collect and own properties. Collection to varying
degrees of self-investment becomes part of the self.
As you get older, physical properties become less important.
However, when we use material possessions to achieve happiness, we
associate them with the events, accomplishments, and people in our lives
that are important, then material possessions gain more value in our lives.
The possessions we have say something about who we are, our
self-concept, our past, and our future (Alata et al., 2018).
II. I Shop Therefore I am: I have, therefore I am?

In the “I shop therefore I am” trend report we are looking into the
world of consumer culture. Shopping has turned into a lifestyle. People are
slowly realizing that the power of consumption is stopping us from finding
true and sincere happiness, and shopping works as a substitute for
something that we are missing in life. As a primary consumer, the issue is
about what we buy and what we choose to invest in (Otig et al., 2018).
III. Consumption and Production

The term “consume” according to Gusdorf is defined as “use up, to
spend wastefully, to destroy” (as cited in Otig et al.,2018). The definition
suggests that usage has a negative connotation. However, there is a
positive aspect to the use, which is often overlooked.
Behind the consumption there’s a production. Consumers keep
companies alive. These companies pay people whose income brings food
to the table. Therefore, it cannot be denied that consumption is important.
IV. Psychological/ Sociological Consumption

People, especially the youth are happy to buy something
nowadays. Consumption has become addictive. Many people have
forgotten that there are some things in life that bring real and lasting
happiness.
V. Identity and Consumer Culture

Mach argued that identity is a symbolic idea. It is an image we build
for ourselves through social interaction. Identity is improved through
communication with others and through different ways that a person
interacts within the cultural atmosphere and social relations (as cited in
Otig et al.,2018).
a. Factors that affect identity:
i. Social relations of power
ii. Symbolic image of the world
b. Identity may refer to:
i. A social category defined as membership rules, characteristic
attribute, expected behaviors
ii. Socially distinguishing features that an individual takes pride
in having
c. Main Features and Characters in Consumer Culture (Slater,1997)
i. Consumer culture is a culture of consumption
ii. Consumer culture is the culture of market society
iii. Consumer culture is universal and impersonal
iv. Consumer culture identifies freedom with private choices and
life
v. Consumer needs are insatiable and unlimited
vi. Consumer culture is a privileged medium for building
personal identity and status
VI. The Problem with Consumerism

a. Intrusive
b. Manipulative
c. Cannot provide many things that are important to us.
d. Restricts our choices and lives
e. Unsustainable
VII. Avoid the Trap

a. Exercise intellectual independence
 Try to defend yourself external resources.
 Ignore advertisements.
 Question all information given to you.
b. Consume less, Live more
 Stop and think about the influences of consumerism in your
life.
 Think about what really matters to you and how you want to
live it.
 Strive to live the life YOU want, not how others think you
ought to live.
Application:
1. Go back to your Blank Check Challenge list. Put a mark on the left
side of each Item with the following categories:
B – if the item is related to your body
C – If the item is related with clothes
F – If the item is related or intended to your family
H – If the item is related to home
2. Answer the following questions:
a. Which among the categories you have the most in your list?
b. What do you think these things tell you about yourself?
3. Make a reflection paper about material self. You may use your
answers from the above question in making your paper.
Closure:
Well done! This concludes Lesson 3 of this module, which
explained the basic assumption of the self in the material and economic
realm. In general, the discussions in this lesson revolve around the
process that economic players make for their own self-interest. Should
there be some parts of the lesson which you need clarification, please ask
your instructor during consultations.
When you're ready, move on to Lesson 4 in this module, which we

engage in to find and nurture a sense of connection to a higher power and
meaning for our lives.
Lesson 4
Do good. Do God.
Learning Outcomes:
At the end of this lesson the students must be able to:
 Differentiate spiritual and religious;
 Acknowledge the various religious practices; and
 Develop respect towards the beliefs of others.
Time Frame: 6 hours

Introduction:
The self in the realm of spirituality is the primary subject in this lesson. The
spiritual self is the most intimate, inner subjective part of the self is the most
intimate version of the self because the satisfaction you experience when you
dispute and discriminate within your capacity, moral sensitivity, conscience, and
our desire to win is purer than any other sense of satisfaction.
Moreover, spiritual and religious experiences are fundamentally important
to the lives of many, and it seems increasingly so. In the recent years, interest in
spirituality has increased again. More and more people are striving for more
spiritual reality in their lives and are looking for deeper meaning and purpose,
inner peace and new ways of spiritual nutrition.
Activity: Film Showing of the movie “Miracles in Heaven”
Analysis:

 Do you find that it is harder or easier to trust God when you’re losing
control of a situation (or when you finally have no control in a situation)?
Explain why.
 What is it about our human tendencies that compel us to do everything in

our power to bring about a desired outcome? Where does faith come into
play?
 When someone is going through a difficult time, what are some practical
ways to come alongside that person to show compassion and give
support?
 In your own faith journey, what have been the moments that influenced
you most? How has your faith grown stronger or weaker in those
experiences?
Abstraction:
I. Spiritual vs. Religious

Spiritual is defined as “relating to or affecting the human spirit or
souls as opposed to material of physical things.” Religion and
spirituality are both paths to God; however, they are different in their
approaches (Otig et al., 2019).
Table 6
Comparison between spiritual and religious

SPIRITUAL RELIGIOUS
PERSON Places little importance on Believes in god or group of gods
beliefs and traditions and is and consciously adheres to the
more concerned with growing beliefs of his/her religion.
and experiencing the Divine
APPROACH The approach to God is Takes the approach of fear. It

through the path of love. This a emphasizes sin, guilt, and the
love where there is no concept of a punishing God.
condemnation and judgment,
but where there is mercy and
acceptance.
CONCEPT OF Believes in God who is Talks of God who is high up in
GOD omnipresent and omniscient, the heaven. At times, God is
someone who is a living depicted as separate from
presence in our hearts humanity, who is impartial but
impersonal.
DIRECTION Spirituality feels all faiths are Many religions feel their path is
valid. Spirituality embraces all the only way to salvation and
the world’s religions, but at the other religions are wrong.
same time it is not constrained Religious people strongly feel
by any religious dogmas or the need to convert others to
forms. their faith.
II. Importance of Spirituality

In situations such as lack of purpose, it can lead to anxiety,
frustration and fear. However, there is growing evidence that spiritual
practice is associated with better health and well-being.
Many spiritual traditions encourage participation in society. There is
a sense of belonging, security and community. Research may have
found a strong link between church attendance and improved health,
mood and well-being, as strong relationships have been shown to
increase prosperity and extended life
The contemplative practice is a way to build concentration, enrich
understanding and insight, and promote awareness and compassion.
These practices can significantly impact a student’s college
experiences and beyond. Examples are the following:
1. Meditation – mental exercises (such as focusing on one’s
breathing or repeating a mantra) for the purpose of reaching
a heightened level of spiritual awareness.
2. Prayer – spiritual communion with God as in supplication,
thanksgiving, adoration, or confession.
3. Yoga – It teaches the suppression of all mind and body
activity so the self may realize its distinction from the material
world and attain liberation (Hindu). It is a system of physical
postures, breathing techniques, and sometimes meditation to
promote physical and emotional wellbeing (Western).
4. Journaling – can help a person become more aware of
his/her inner life and feel more connected to his/her
experience and the world around him/her.
III. The Practice of Religion

The vast majority of the earth’s more than 7 billion people

practice some form of religion. More than its belief religion is an
experience. Religion, however, maybe understood as a systematic
“attribution of human characteristics or behaviour to a god, animal, or
object.” One reason human attributes human characteristic to some
other “entities” is that the world is huge, ambiguous, and we need to
interpret it the best possible way we can (Otig et al, 2018).
a. The psychology behind religious belief

According to Reis, religion attracts so many followers
because it satisfies all 16 basic desires that humans share (as cited
in Otig et al., 2018). The following are:
 Acceptance Honor  Status  Social contact
 Curiosity Idealism  Power  Physical activity
 Eating Independence  Romance  Tranquility
 Family Order  Saving  Vengeance
Reiss claimed that we all share the same 16 goals, but what
makes us different is how much we value each one. He also added
that all religious beliefs and practices are designed to meet these 16
desires. Religious beliefs provide people with certain ways of thinking
to help them cope with ultimate questions that cannot be explained in
any other way.
b. The four dimensions of religion

Dawson & Thiessen posited that incredible amount of
variation between different religions makes it challenging to decide
upon a concrete definition of religion that applies to all of them.
Sociologists noted four dimensions that seem to be present in
varying forms and intensities in all types of religion (as cited in
Otig, 2018). These are:
ii. Beliefs – generalized system of ideas and values that shape
how members of a religious group come to understand the
world around them
iii. Rituals according to Little are repeated physical gestures or
activities, such as prayers and mantras, used to reinforce
religious teachings, elicit spiritual feelings, and connect

worshippers with a higher power (as cited in Otig et al.,
2018).
iv. Spiritual experience – unique feeling of immediate
connection with a higher power
v. Unique social forms of community – According to Durkheim
religious beliefs and practices unite in one single community
called church, all those who adhere to them (as cited in Otig
et al., 2018).
 Social dimension that religions share (Dawson &
Thiessen, 2014):
1. Religion gains credibility when agreed and shared
by group
2. Religions provide an authority that deals
specifically with social or moral issues, such as
determining the best way to live life.
3. Religions acts as a form of social control, and it
supports the development of self-control, which
are vital elements of functional society
4. Places of religious worship function as social hubs
within communities, providing a source of
entertainment, socialization, and support.
c. The categories of religion
Table 7.
Classifications of religion
Religious What/ Who is divine Example
Classification
Polytheism Multiple gods Hinduism, Ancient Greeks &
Romans
Monotheism Single god Judaism, Islam, Christianity
Antheism No deities Atheism, Buddhism, Taoism
Animism Nonhuman beings Indigenous nature worship,
Shinto
d. The Major Religions
i. Judaism
Jewish
people
believe
there’s only
one God who
has
established a
Figure 21. Star of David by F.A. Davis covenant—or
special agreement—with them. Their God communicates to
believers through prophets and rewards good deeds while
also punishing evil. Most Jews (with the exception of a few
groups) believe that their Messiah hasn’t yet come—but will
one day (“Judaism”, 2020).
ii. Christianity
Figure 22. The Cross by F.A. Davis
Christianity, major religion stemming from the life,

teachings, and death of Jesus of Nazareth (the Christ, or the
Anointed One of God) in the 1 st century CE. It has become
the largest of the world’s religions and, geographically, the
most widely diffused of all faiths. It has a constituency of
more than two billion believers. Its largest groups are the
Roman Catholic Church, the Eastern Orthodox churches,
and the Protestant churches (Stefon, 2019).
iii. Islam
Islam is
a monotheistic
faith centered
around belief
in the one God
(Allah). In this
regard, it
Figure 23. The Crescent Moon &
star by F.A. Davis shares some
beliefs with
Judaism and Christianity by tracing its history back to the
patriarch Abraham, and ultimately to the first prophet, Adam.
All the prophets preached the same universal message of
belief in one God and kindness to humanity (United Religions
Initiative [URI], 2020).
iv. Hinduism
Hinduism, is considered the world's oldest religion, is

still commonly practiced. Hinduism combines the beliefs,
philosophy, and cultural practices of India. Hindu
practitioners are guided by Vedic scriptures and believe in
righteousness, the laws of cause and effect, and the cycle of
birth and death. Central to the faith is a belief in reincarnation
and one supreme god called Brahman who has multiple
Figure 24. The Swastika by F.A. Davis
manifestations as either a god or goddess (Otig et al., 2020).
v. Buddhism
Figure 25. The Dharma Wheel.

(https://bit.ly/32juyDf), Public Domain
Buddhism refers to the teachings of Siddhartha Gautama or

Gautama Buddha. Buddha, (originally a follower of the Hindu
faith) experienced enlightenment, or Bodhi, while sitting
under a tree. It was in this moment that Buddha was said to
be awakened to the truth of the world, or the Dharma. Thus,
Buddhism does not believe in a divine realm or God as a
supernatural being, but instead follows the wisdom of their
founder (Otig et al., 2020).
e. Pre-colonial concepts of the soul

In the pre-colonial Philippines, our ancestors respect the
“babaylans”. They are described as a priest or shaman, plays the
role of a doctor, a spiritual leader, and a mediator. The “babaylans”
performs rituals by praying or praying for spiritual intervention to
remove the forces that lead to illness or misfortune.
The “babaylans” explore a world of animism. It is our

ancestor's belief that in nature each has its own soul or divinity,
souls are semi-physical and can exist outside the body (in dreams
and vision).
Before our ancestors converted to religion, they already
believed in spiritual beings who live in the environment, in our dead
ancestral spirits and in the forces of nature (wind, moon, stars). The
traditions of our forefathers originally believed that both the living
and the dead had the "power of life."
According to Magos, “dungan” was “a life force, an energy,
as well as an ethereal entity. A spirit with a will of its own that
resides in the human body and provides essence of life. Under this
concept, everyone has a “dungan”. This is similar to the western
concept of “soul”. However, unlike the soul, the “dungan” can
temporarily leave the body when the person is asleep. Once
“dungan” return to the person’s body, he/she becomes fully
conscious again (as cited in Otig et al., 2018).
Meanwhile, our pre-colonial ancestors also believed that
aside from a “dungan”, a vital force called “ginhawa” also occupies
the body. It was said to be responsible for the heart’s ability to beat.
It was believed that if “ginhawa” left the body, the person also dies.
Both “ginhawa” and “dungan” exist in every person. The "Ginhawa"
is the breath of life, but "Dungan" is the conscious intellectual and
emotional aspect (Otig et al., 2018).
Table 8.
The difference between the soul and the spirit

SOUL SPIRIT
Etymology Old English for “soul” Spirit is directly from
was “sawol” that the Latin spiritus “a
meant the “spiritual breathing, a breath,
and emotional part of a breath of a god,”
person’s, animate hence “Inspiration
existence.” breath of life.”
Biblical Beliefs  Refers to the  Refers to the Holy
conscious, the moral, Spirit, the 3rd party of
and thinking part of a the trinity.
person.  It is the force of God
 It is immortal; it will go through which
to hell, purgatory, or blessings are
heaven after the bestowed upon his
person dies. people.
 As one develop in the
faith, he or she is said
to be growing
spiritually.
Western Culture Can often be taken to May also refer to
mean someone’s ghosts or any
moral consciousness. supernatural beings.
Eastern Culture It is part of the person  Taoism: nature and
that has dharma spirits are common
(incurs karma).
 Shinto: places
emphasis on
shamanism,
particularly divination,
spirit possession, and
faith healing
 Confucianism:
tolerates the Chinese
folk recognition of the
existence of animistic
spirits, ghosts, and
deities.
f. The soul according to some Ethnological groups of the Philippines
Table 9
Ethnical description of the soul

SOUL ORIGIN DESCRIPTION
Linnawa Ifugao • The soul (linnawa) of a child floats around
(“Soul of in the heavens, awaiting its entry into the
the Dead”) human world. During sexual intercourse the
soul/spirit enters the female through the
male, resulting in pregnancy.
• If a woman cannot conceive, shamans
conduct sacrifices to see if the couple is
compatible.
• If they are, shamans offer other sacrifices
to enhance fertility.
Kaduwa Isneg • The Isneg believed that dead exist in
other world, the Aglalanawan. The kaduwa,

soul, is believed to cross the pond in a ferry
piloted by the spirit, Kutaw.
• In a bid to please kutaw, who could
facilitate the spirit’s entry to aglalanawan,
the appropriate customary death rituals
would be the key.
Ab-abiik Kankanae • Believes that the human person is
y composed of the physical body and the
(another (soul).
member of • When spirits summon a person’s ab-abiik
the Igorot he/she will become sick.
people) • A ritual will be performed to appease the
spirit who summoned the ab-abiik so that it
will allow the ab-abiik to return to its body,
and the person recovers from illnes.
Kaluluwa Tagalog • The kaluluwa refers more to the soul of
the deceased.
• The soul of a living person is called
Kakambal.
• The kakambal leaves the physical body at
night to roam, and any bad encounter
cause Bangungut.
• The kakambal becomes a kaluluwa after
death.
g. Rituals and Ceremonies

A ritual is a ceremony or act that is performed in the
customary way. Rituals can be dictated by the traditions of the
community, including religious ones. Rituals can be prescribed by
the traditions of the community, including the religious community.
The rituals include not only worship rites and sacraments of
organized religious cults, but also transition rites, reconciliation and
purification rites, oaths of loyalty, initiation ceremonies, coronations,
presidential inaugurations, marriages, funerals - perhaps all human
activities.
A ceremony is a formal act or ritual (often set by custom or
tradition) performed in observation of an event or anniversary (Otig
et al., 2018).
i. Approaches to the theories of ritual origin
1. Origin Approach (earliest form) – The basic premise is

that ritual was part of the human evolution.
2. Functional Approach – Explains the ritual behavior in
terms of individual and social needs.
3. History of religions - Holds the view that ritual
behavior is an expression of the sacred.
ii. Classification of rituals
1. Imitative - A ritual that is based on some belief
system.
2. Positive & Negative
a. Positive - Focuses on with giving blessings to
an object or to an individual
b. Negative - Focuses on rules of prohibition.
3. Sacrificial - It features the destruction of the sacrifice
to be offered to a “higher being”.
4. Life Crises - It features the transition of one mode or
stage of life into another.
Application
1. Whatever your religion is, how do you practice your faith?

2. Do you believe in spirits? Supernatural forces? If yes, do you have a
personal encounter or experience with those forces? What did you do?
Closure:
Well done! You have just finished Lesson 4 of this module which
explored spirituality and one’s individual spiritual journey from a broad
perspective. Should there be some parts of the lesson which you need
When you're ready, move on to Lesson 5 in this module, which further
explore our identity as Filipinos and seeks to develop pride in our heritage.
Lesson 5
My Socio-Political Self
Learning Outcomes:
 Recognize Filipino identity;
 Develop appreciation to one’s ethnic and racial identity;
 Recognize the strengths & weaknesses of the Filipino character; and
 Reflect on your selfhood in relation to your national identity.
Time Frame: 3 hours
Introduction:
In this chapter, you will learn that an individual race, ethnicity, and physical
characteristics are not the only factors that make a person’s national identity.
Values and traits are also important indicators that set apart one nationality from
the other.
Activity: Collage making
Cut out pictures or illustrations from magazine and newspapers that
show what being a Filipino is about and assemble them to shape like the
Philippine flag.
Analysis:
Answer the following questions
 How do the pictures remind you of being a Filipino?

 Are you proud of being a Filipino? Why and why not?
 Imagine that you were of a different nationality. What would
change in you aside from your citizenship and origin?
 How extensive are the effects of being Filipino in your selfhood?
Abstraction:
I. Developing a Filipino identity
Baringer posited that Filipino culture is a mix of both eastern and

western cultures. The beliefs and traditions of pre-colonial were mainly
an indigenous Malay Heritage (as cited in Otig et al., 2018). The

Malays made a large contribution to the Philippines history.
Hispanic culture influenced indigenous peoples when Spain
colonized the Philippines islands. Christianity became the dominant
religion, and Western and social organizations were established.
The Philippines as we know it today has only emerged in the
1890s after over three centuries of colonization of the Spaniards.
Meanwhile, liberation from the last colonizers, the Japanese, only
occurred in 1946. Foreign culture, beliefs, language, and religion have
made a huge dent on our own by setting a foundation to the
contemporary Filipino identity and culture (Alata et al., 2018).
The Americans, for example, have shaped modern Filipino
culture, and this is evident mainly in the widespread use of English in
the Philippines. It is from these influences that shaped the Filipino
character.
According to Licuanan (as cited in Otig et al., 2018) the
strengths and weakness of the Filipino character are rooted in factors,
such as:
 Home environment  Religion
 Social environment  Economic environment
 Culture & language  Political environment
 History  Mass media; and
 Educational system  Leaders & role models.
II. Definition of Filipino

Technically, according to the 1987 Philippine Constitution,
Filipino citizens are “those whose fathers or mothers are citizens of
the Philippines, those born before January 17, 1973, of Filipino
mothers, who elect Philippine citizenship upon reaching the age of
majority, and those who are naturalized in accordance with law” (as
cited in Alata et al.,2018).
However, citizenship is not just a marker of being Filipino.
Culture and history have a great influence on how Filipinos learn,
live and behave today. People who are born and raised in the same
culture develop and share common personality traits and values.

Generations after generations have passed, characteristics and
common values that are still embodied in Filipinos today.
III. Ethnic and racial identity

Ethnic and racial identities are important to many young people,
especially those who belong to minority groups. These ego dimensions
can instill feelings of belonging to one or more particular groups and
identification with that group; commitment and shared values.
Ethnic identity develops during adolescence and is passed down
from generation to generation through customs, traditions, language,
religious behavior and cultural values. Our ethnic and racial identity is
also influenced by popular media, literature, and current events.
Ethnic identity may play a more important role in minority youth as
they experience the opposite and dominant culture of the ethnic
majority. Young people belonging to the majority ethnic culture may not
even recognize or acknowledge their ethnic identity.
There are two main ethnic groups comprising several upland and
lowland indigenous tribes living within the Philippines – from the
northern and southern parts of the Philippines. The indigenous people
living in the northern part of the country are called the Igorots, whereas
those non-Muslim indigenous tribes living in the south are referred to
as Lumad (Valdeavilla, 2018).
The Igorot tribe also includes the Bontoc, Ibaloi, Isneg, Kalinga,
Kankanaey and Tinguian groups. Other tribes living in the north are
Isnag from Apayao, Gaddang (found between Kalinga and Isabela
provinces), and the Ilongots living within the east mountains of Luzon
called the Sierra Madre and the Caraballo Mountains. The Ilongots are
known for their intense aggressiveness and cultural conservatism.
Meanwhile, in the southern part of the country, indigenous tribes
are mostly found in Mindanao and Western Visayas. In Mindanao,
these existing non-Muslim indigenous groups are collectively known as
the Lumad – a Cebuano term which means ‘native’ or ‘indigenous’.
There Lumad tribes comprise about 13 ethnic groups which are the
Blaan, Bukidnon, Higaonon, Mamanwa, Mandaya, Manobo, Mansaka,

Sangir, Subanen, Tagabawa, Tagakaulo, Tasaday, and T’boli. Their
tribe is generally known for tribal music produced by musical
instruments they’ve created.
Apart from the two main indigenous groups mentioned above, the
following tribes have also kept their customs and traditions.
 Badjaos
 Ati and Tumandok
 Palawan Tribes: Batak, Palaweño, Palawano, and the
Tagbanwa
 Mangyan
 Aetas or Negritos
Today, indigenous groups in the country preserve their cultural
practices and traditions because they are on their native lands. When
the Philippine government passed the Indigenous Peoples' Rights Act
of 1997, issues such as their right to compromise remained
unresolved.
IV. Strengths of the Filipino Character

a. Pakikipagkapwa- tao;
b. Family orientation
c. Joy & humour
d. Flexibility, adaptability, and creativity;
e. Hard work and industry
f. Faith & religiosity and
g. Ability to survive
V. Weaknesses of Filipino character

a. Extreme personalism
b. Extreme family-centeredness
c. Lack of discipline
d. Passivity and lack of initiative
e. Colonial mentality
f. Kanya-kanya syndrome
g. Lack of self-analysis and self-reflection
VI. How to be a good Filipino
a. Be an active Filipino citizen

A good Filipino citizen is aware of current events and
participates in government programs aimed at the progress and
development of the country.
b. Study the Philippine History

If you research and fully understand the events of Filipino
history, you will learn a lot about why it is important to love your
country with your life, to help needy Filipinos and recognize the
abuse of political power.
c. Support local products

When you buy local products, you not only support local
producers and industrialists, but you are also helping to strengthen
the local economy.
d. Speak the Filipino Language

Jose Rizal stressed the importance of speaking the national
language as a way to show love for his country. Speaking Filipino
also serves as a unique identifier of being a Filipino.
e. Do not spread fake news and be democratic in engaging with

dissent
To be a good Filipino, you have to understand and verify
what you read on the internet, especially social media, before you
believe it and spread it like wildfire. Every Filipino also has a
responsibility to recognize political disagreements, to be tolerant,
and to argue reasonably without resorting to name calling.
VII. Establishing a democratic culture

Democracy is government in which people exercise and use

through a system of direct or indirect representation, usually
involving free elections from time to time. Although democracy has
many shortcomings, it is characteristic of most people - regardless
of their core political beliefs. For example:
 Democracy helps prevent cruel and vicious autocrats
from ruling;
 It fosters human development (i.e., health, education,
personal income, & any other indicators) more fully
than do other forms of government;
 Democracy helps protect fundamental individual rights
and interests;
 Democratic societies provide people the maximum
opportunity to take moral responsibility for their
choices and decisions; and
 Democratic societies offer a relatively high chance of
political equality
The adjustment of individual awareness to the collective
awareness is achieved through formal and informal ways. The
formal way refers to a system of ideas and models that are officially
established (i.e., policies and laws) whereas the informal way refers
to the acceptance of behaviors and thoughts that are not
established as the formal way of interpersonal relations. Culture is
an informal way of shaping collective awareness. Other than
culture, there are also religion, science, morality, and ideology that
shape and structure individual awareness (Otig et al., 2018).
Application
1. Make an acrostic below which will describe you, in relation to being a

Filipino.
F
I
L
I
P
I
N
O
2. Discuss how being a Filipino affects your “self”. How can becoming a
better Filipino influence your duty to becoming a better version of
yourself?
3. Do you believe that your Filipino identity (e.g., traits and values)
influences how you perceive and actively engage yourself in political
issues/concerns?
Closure:
assessed our national identity as well as our cultural heritage. Should there be
some parts of the lesson which you need clarification, please ask your instructor
during consultations.
When you're ready, move on to Lesson 6 in this module, which examines
the role of technology and the internet in shaping an individual’s social self.
Lesson 6
Am I a cyborg?
Learning Outcomes:
At the end of this lesson, the student must be able to:
 Define online identity;
 Compare real identity vs. online identity;
 Describe the influence of internet on sexuality and gender; and
 Discuss the proper way of demonstrating values and attitudes online.
Time Frame: 3 hours
Introduction:
In the technological age, the idea of the digital self is an interesting and
relatively new topic for discussion as countless people explore and control the
many aspects of their personal identity every day. This lesson highlights the
critical role of modern technology, and the internet in particular, in shaping the
self and identity of individuals.
Activity 1: Show and Tell
1. Present your social media profile in class and discuss its contents to
introduce yourself.
2. Choose one photo for each of your profile, selfie, and group photos from
your social media album which you deemed significant or memorable
3. Caption your chosen photos or create memes about it.
4. Explain the meaning behind the picture.
Activity 2: Fact or Fiction

1. The instructor will present several headlines circulating in the internet
currently and from the recent past.
2. Identify whether each headline presented is a FACT or FICTION
Activity 3: Challenge me
1. Respond to one of the many challenges you’ve seen in social media.
2. Explain your choice of challenge
3. Pass the challenge to any of your closest friends.
Analysis:

 Did you learn something from the presenters that you did not know
before?
 What were the clues that helped you figure out which headlines were
facts and fictions?
 How do people portray themselves online?
 What are the things that you want to post/ share online?
 What are the things you want to share online?
Abstraction
The feeling of an inner self and outer self-generated the impulse to

reveal oneself to others in a believable manner. According to Trilling the self and
its relationship with other distinguished sincerity and authenticity. Sincerity refers
to the exposure in public of what one feels privately. On the other hand, an
authentic person is one who takes action based on some internal standards and
takes responsibility for this freely chosen action (as cited in (Otig et al., 2018).
The social world of a western-influenced society, like the Philippines,
typically consists of 3 domains:
 Family,
 School, and
 Neighborhood.
People in the social domains exert different impacts on the formation of
self, depending on the stage of development of the child. As stated in the study of
Rosenberg, the parents have a dominant influence on their children’s sense of
self prior to adolescence. As a child grows older, the influence of peers increases
(as cited in Otig et al., 2018).
The emergence of the internet, however, adds a fourth domain – online life to
the social domain. The online life has definitely altered the dynamics of self-
identity, especially for adolescents.
I. Online identity
Online identity is actually the sum of all our characteristics and
our interactions while partial identity is a subset of characteristics and
our interactions while partial identity is a subset of characteristics that
make up our identity. Meanwhile, persona is the partial identity we
create that represents ourselves in a specific situation (Alata et al.
2018).
The self that is constructed online is generally called digital self.
Analyses of the experiences of online users (especially teens) have
shown that the characteristics of the digital self are:
 Oriented inward (world of thoughts & feelings) - others can’t

see the online user’s overt (obvious) attributes
 Narrative in nature - online users will only come to know the
person primarily through what that person tells them
 Retractable - others are unable to link the online self-claims
to the offline identities
 Multipliable - people can’t interact with one another in
different domains of the online world relatively the same time
People are able to present themselves online in the manner that
they want to. This is called self-presentation. Research suggests that
self-presentation tends to be superficial. A study conducted by Arttrill
and Jalil found that students and nonstudents between 18-39 years old
were more likely to disclose their interests online rather than their
beliefs and feelings (as cited in Otig, 2018). This constrains the
feedback that one receives, and thus, influences the self.
The basic kinds of people you interact with online are:
 The people you do not know at all;
 People you know both online and offline; and
 People you only know only online.
II. Selective Self-presentation and Impression management

a. Self-presentation behavior is any behaviour we engage that is
intended to create, modify or maintain an impression of ourselves in
the minds of others or whenever people try to think of us in a certain
way. People engage in self-presentation for the following reason:
 It helps facilitate social interaction;
 It enables individuals to attain material & social rewards; and
 It helps people privately construct desired identities.
Generally, social media platforms are used for:
 Social browsing;
 Social searching;
 Communiccation; and
 Impression management
b. Impression management is the attempt to control or influence any

other people’s perceptions. Two main motives are the following:
 Instrumental – basically gain rewards and increase ones’ self
esteem
 Expressive – attempting to be in control of ones’ personal
behavior & identity.
i. Impression management strategies
1. Self-promotion – proactive process in which a person says
things or takes actions to show his or her competence to an
audience
2. Ingration – process by which someone tries to win the
approval or acceptance of another
3. Exemplification – involves a strategic self-sacrifice so that
observers may recognize the dedication
4. Intimidation – strategy that involves showing of authority,
power, or the potential is designed to increase the credibility
of one’s threats and in turn enhance the probability that the
target will comply with the demands for agreement
5. Supplication – an approach where the individual exploits
his/ her weaknesses or shortcomings to receive help or
benefits
c. Impact of online interaction on the self
 Kraut et al. posited that internet use in general according to
significantly affected social relationship and participation in
the offline community life (as cited in Otig et al, 2018).
 One of the reason time spent on SNS according to Chou
may be associated with depressive symptoms is the fact the
computer-mediated communication may lead to altered
impression of the physical and personality traits of the other
users (as cited in Otig et al., 2018).
 As mentioned by Bessiere et al., it should be emphasized
that so far there is still no conclusive evidence that the use of
SNS causes depression or even single symptoms of

depression (as cited in Otig et al., 2018).
 One possible indication of the negative relationship between
self-esteem and the use of FB according to Mehdizadeh is
that all social networking platforms (where self-presentation
is the principal user activity) cause or at least promote
narcissistic behavior (as cited in Otig et al., 2018).
 HYPERSONAL MODEL as defined by Gonzales and
Hancock is the advantage of computer-mediated
communication is that a person can edit his/her self-
presentation, which in turn positively impacts impressions on
the self; thus, greater intimacy is possible (as cited in Otig,
2018).
 SNS is found to be addictive. It is supported primarily by the
mental preoccupation of chronic users who, as a result, tend
to neglect some other aspects of their social functioning such
as family and offline friends.
 Some chronic users who suddenly stopped online social
networking have been observed to display signs and
symptoms that at least partially resemble the ones seen
during drug/alcohol/nicotine abstinence syndrome. Such as
the following:
o Anxiety; o Insomnia; o Poor concentration ;and
o Restlessness; o Headaches; o Social Isolation

o Irritability; o Depression;
d. Addiction to social media
 Communication is essential in our endless quest for
understanding and understanding of our world.
 The world of the social world is socially shaped by
interactions between people: roles, rules, taxonomies,
practices, and more.
 Social networks amplify these human nature:
o They have broken the barriers of distance and time;

presence and visibility
o They expand the possibilities of sharing and playing
identities.
o They fulfill the most deeply felt human need of finding
a psychological distinctiveness and self-definition in a
social contact
 Social validation (“likes”, “favorite”, “top fan”) is a social
signal that makes us feel good and makes us want to crave
for more
e. Boundaries of the self online
i. Private vs. public self
According to Baumeister social scientists have given very
different definitions of the concept of “private” and “public.”
Understanding the difference between these concepts will
help in your study of the “self” (as cited in Otig et al., 2018):
 PRIVATE – the prevalent definition among social
psychologists is “private” refers to mental events in a
person that are inherently unobservable by others.
 PUBLIC – what social psychologists consider as
“public” are behaviors that are open to the observation
of other people
 Summary of the various uses of the terms “private” &
“public”
Table 10.
Comparison of the public and private self

PRIVATE PUBLIC
Phenomenological experience Observable behavior
Acting only for self Acting as agent for others
Actor controls access to Information about self not
information regarding self controlled by actor
Acting in the interest of a limited Acting in the interest of the
community
number of people
 SOCIAL PROFILES - are a description of individuals’

social characteristics that identify them on social
media site, such as LinkedIn and Facebook (Otig et
al., 2018).
o Possible advantage of making your online
profile public:
 It enables open communication, which
can lead to better and faster discovery
and provision of information.
 It enables open discussion of ideas and
messages, asking questions and sharing
links.
 It offers the opportunity to expand
business contactsIt targets a wide
audience, making it useful and effective
tool to increase your network of friends
 If you are an entrepreneur, it improves
business reputation and client base with
minimal use of advertising
 It helps expand market research,
implement marketing campaigns, deliver
communications, and direct interested
people to specific websites
o Possible risks:
 It opens up the possibility for hackers to
commit fraud and launch spam and virus
attacks
 This increases the risk of victims of
online scams that appear to be real as a
result of data or identity theft.
 It potentially results in negative
comments and bashing
o Advantage of private online profile

 You have control over viewers. You only
connect with those you want to
communicate with
 Your online profile is protected from
scammers and bashers
o Disadvantage of private online profile
 Your network is very limited; thus you
close your doors to opportunities that
social networking brings.
 Your engagement is very low.
 You do not get to meet interesting
people with whom you can exchange
ideas or learn from.
 If you are an entrepreneur, a private
profile will not help grow your business
ii. Individual vs. Social identity

 PERSONAL (Individual) Identity – the concept you
develop about yourself that evolves over the course of
your life
o Characteristics of personal identity:
 The emphasis is on the individual
 It is created through differences in
personal characteristics when
comparing self with others
 SOCIAL Identity – person’s sense of who he/she is
based on group membership(s)
o Characteristics of social identity:
 The emphasis is on what the person has
in common with the members of his/her
group
 It is created based on similarities with

others
III. Gender and sexuality online

 The Internet plays an important role in shaping our perception
of our world, our opinions and our values.
 Children and young people who are in the process of forming
their own opinions and attitudes about quality and acceptable
behavior, and also about sexuality, are most at risk from the
influence of the Internet.
 Attitudes, behaviors and roles towards men and women are
strongly influenced by internet content.
 Gender stereotypes that exist in the offline environment are also
present in the online world.
 STEREOTYPE – fixed, overgeneralized belief about a particular
group or class of people (Cardwell, 2014).
o The use of stereotype is a manner in which people
simplify the social world
o Stereotyping is assuming that characteristics and abilities
of one person is also present in all members of the
group.
o Stereotyping leads to social categorization, which is one
of the reason for prejudice attitudes
 SEXUALITY as a developmental issue is present throughout
the life cycle, but it becomes especially salient during
adolescence
o The development of sexuality is an important bio-psycho-
social development
o Factors that affect an adolescent’s sexuality:
 Hormones;
 Personal or temperament:
 Social environmental factors; and
 Media and the internet
 A teen's sexual interest has a lot to do with their hormones.

 Personality / temperament is an important psychological factor
that also determines attitudes towards sexuality
 Social/ environmental factors that facilitate sexual learning and
decide the sexual attitude of the adolescent include:
o Attitude of parents toward sexuality;
o Parenting style;
o Peer relationship; and
o Cultural influences.
 Media coverage and the Internet have grown rapidly worldwide
in recent decades. Young people can easily find literature on
sex, sexual offenses and violence that affects their perception
and attitudes towards sexuality.
Application:
1. What are your reasons/ purposes for going online?
2. What network site/s do you usually visit?
3. How often do you stay online? Why?
4. If you open your Social Media account, do you keep your
identity public or private? Why?
5. What would be the possible “benefits” and “risks” if your online
profile is made public?
Closure
Congratulations! You have completed the last lesson of this module. In this
lesson, we were able to identify the profiles that people use to observe new
identity models in the age of technology. If any part of the lesson needs to be
clarified, ask the instructor during the consultation.
Module Summary
This module entitled, “Unpacking the Self” covered the second part of the course
pack in Understanding Self (UTS), which explored some of the different aspects that
make up a self, such as the biological and material up to and including the more
recent Digital Self.
Module Assessment:
Module 3
Managing and Caring the Self
Module Overview
In this chapter, the student will identify three areas of concerns such as, learning,
goal setting, and stress management. It also provides more practical applications
of the concepts discussed in this course and allows the student to gain
experience in developing self – help plans for self-learning, goal setting, and self-
care.
Module Outcomes
At the end of this course pack, the students will be able to:
 reflect on the theoretical underpinnings on how to manage and care for the
self;
 exhibit new skills and learning for better managing self and behavior; and
 apply these new skills to one’s self and functioning for a better quality of
life.
Lesson 1
Live. Learn. Experience
Learning Outcomes
At the end of this lesson, you will be able to:
 explain how learning occurs;
 enumerate the characteristics and functions of the left and the right brain;
 enumerate the different metacognition and study strategies; and
 identify the metacognitive techniques that you find most appropriate for
your self
Time Frame: 6 hours
Introduction
Since knowing the “self” is not enough and “who you are” is partly made
up of your choices, you also have the option to choose especially to be a better
“you”. This lesson will give you several strategies to make you a better learner
based on the situations and your preferences.
Activity: My Study Strategies
Fill out the table by listing down the strategies that you personally use when you
study for your exam.
My Study Strategies
Analysis
1. Do you cram when you take the exam?

2. Are your strategies effective when you study for your exam?
3. Do you get high scores in your exams using your strategies?
Abstraction
I. Learning to be a better student

a. Brain and behavior changes during learning
 The nervous system is a very important system in our body
because it is the control and coordination center.
 It manages or regulates voluntary and non-invasive
processes, especially during learning.
 It is divided into two main systems, the central nervous

system and the peripheral nervous system. These systems
are responsible for sending and receiving information
throughout the body.
Figure 26. Divisions of the nervous system
b. Parts of the human brain
Figure 27. Parts of the brain by CNX Openstax, 2016. (https://bit.ly/31ijpmz), CC0
c. Right and left Brain Functions

Table 11
The left and right brain functions

Right Brain Functions Left Brain Functions
 Prefers to draw and handle  Logical/critical/thinking/analytical
objects  Solves problems by breaking by
 Imaginations breaking them apart
 More likely to act on emotions  Thinks concretely
 Follows written or demonstrated  Talks and think and learn
directions  Serious ideas/logical ideas
 Creative thinking/synthesizing  Structured/planned/sequential
 Inventing  Prefers to write and talk
 abstract  Follows verbal instructions
II. Metacognition and study strategies

a. Metacognitive teaching strategies
i. Metacognition
 Purposely thinking about one’s own thinking strategies
– when people are able to “learn to think” and “think to
learn”
 Metacognition is a learning strategy that you use to
understand and control your own performance
ii. Learners with strong metacognition skills
 Effectively plan for their learning
 Know their limits and seek help when need
 Frequently test their knowledge and understanding of
the topic.
 Monitor their own learning and use different learning
strategies. •
 Train their skills carefully to develop confidence and
competence.
b. Metacognitive Awareness Inventory (see Appendix B)
iii. 2 processes of metacognition
1. Knowledge of cognition (declarative, procedural, and

conditional)
a. Being aware of the factors that involve learning;
b. Identifying the strategies, you can use to
effectively learn; and
c. Choosing the appropriate learning strategy
2. Regulation of cognition involves:
a. Setting goals and planning
b. Monitoring and controlling learning; and
c. Evaluation of own regulation (assessing if the
strategy you are using is working or not;
making adjustments and trying something new)
III. Pre-assessment (self–assessment) of content

a. Create a few key questions about the content/ topic a week prior to
the class. Questions should ask students what they know already
about the topic, possible identification of any misconceptions they
hold on the topic, challenges or successes they have had with the
topic, exploration into past experiences, or applications of the
content/topic
b. Have the students individually hand in their responses
anonymously. Skim through the answers after class. Possibly
categorize/ summarize all responses by themes
c. Share responses with students the next class either verbally or a
summary of themes
d. Have discussion with students about how asking these questions
can help them in thoughtful planning of how they might approach a
new idea or topic or how they will approach course content and
associated studying/learning strategies
IV. Self-assessment of regulated learning skills

a. Approaches and Study Skills Inventory for Students (ASSIST)
Table 12.
Approaches & Study Skills Inventory for Students

Instructions: Read each Strongly Somewha Somewhat Strongly
statement and () the column Agree t Agree Disagree Disagree
descriptor you feel best
represents how you learn
Surface approach
1. I find I have to
concentrate on just
memorizing a good deal
of what I have to learn
2. I’m not really sure what’s
important in lectures, so I
try to get down all I can
3. I tend to read very little
beyond what is actually
required to pass
4. I concentrate on learning
just those bits of
information that I have to
know to pass
5. I like to be told precisely
what to do in essays or
assignments
6. I often seem to panic if I
get behind my work
7. Often I find myself
wondering whether the
work I am doing here is
really worthwhile
Strategic approach
1. I think I am quite
systematic and
organized when it comes
to studying for exams
2. I am pretty good at
getting down to work
whenever I need to
3. I organize my study time
carefully to make the
best use of it
4. Before starting work on
assignment or exam
questions, I think first
how best to tackle it
5. I look carefully at my
instructor’s comments on
coursework to see how
to get higher marks the
next time
6. I put a lot of effort into

studying because I am
determined to do well
7. When I have finished a
piece of work, I check it
through to see if it really
meets requirements
Deep approach
1. When I am reading I stop
from time to time to
reflect on what I am
trying to learn from it
2. When I am working on a
new topic, I try to see in
my own mind how all the
ideas fit together
3. Often I find myself
questioning things I hear
in lectures or read in
books
4. Some of the ideas I
come across on the
course I find really
gripping
5. I usually set out to
understand for myself
the meaning of what we
have to learn
6. I like to play around with
ideas of my even if they
don’t get me far
7. It is important for me to
be able to follow the
argument, or to see the
reason behind things
V. Think aloud for metacognition - Once the teacher has modelled for
students how he would solve a problem or interpret a piece of writing,
have students work in pairs to talk out loud as to how they are thinking
about an assignment piece of homework or an assignment
a. One student talks out loud while the partner records what they are
saying (the strategy is going to be used to complete the homework
or do the assignment). The partner also guides them to think
through all the steps
b. Students switch roles and do the same for each other
c. Students have thought out the process for completing the

assignment or homework, received some feedback from their
partner and possible have a plan written down as to how they are
going to undertake the task. Debrief briefly with class as to lessons
learned etc.
VI. Concept mapping and visual study tools

a. Concept map
i. A concept map is a way of representing relationships

between ideas, images, or words.
ii. Concept maps are a way to develop logical thinking and
study skills be revealing connections to the big ideas or the
key concepts you are trying to teach.
iii. Concept maps will also help students see how individual
ideas relate to the larger whole or the bigger picture
b. Classroom assessment tools
Table 13
Classroom assessment tools

Assessment Method Description How to use
Ticket-Out-The- Door During las few minutes of class, Review/ read all before next
students write response to a class and use to clarify, correct,
question or two about class or elaborate more for students
concepts. Hand in as exit class
One-minute Paper During the last few minute of Review/read all before next class
class, students write response to and use to clarify, correct, or
“Most important things I learned elaborate more for students
Figure 28. A concept map by JainVarshar, 2019 (https://bit.ly/34mYCQX), CC0
today” and “What I understood
the least today.”
Muddiest Point Similar to one-minute-paper but Same as one-minute paper but if
only asks students to describe many students have same
what they didn’t understand problem, reteach concept
during class and what they think another way
might help them.
Student generated test Divide the classs into groups and Use as many of the questions as
questions assign each group a topic on possible on next test
which they are to each write a
question and answer for next
test.
Memory Matrix Students fill in cells of a two- Tally the number of correct and
dimensional diagram with incorrect responses. Look for
instructor-provided labels such as patterns among the incorrect
comparison chart outlining responses. Address in class.
similarities and differences in two
columns against a variety of
concepts in the discipline
K-W-L Chart Label 3 charts K (what I KNOW Discuss with students
Already), W (what I WANT to perceptions of what they thought
Know) and L (what I have they knew, what they have come
LEARNED). Complete the first 2 to know etc.
before a unit/topic and the last
one at end.
Directed Paraphrasing As students to write a layperson’s Categorize student responses
“translation” of something they according to characteristics you
have just learned (geared for a feel are important. Address in
non-expert audience) to assess class

their ability to
comprehend/transfer concepts
One-sentence Summary Students summarize knowledge Evaluate the quality of each
of a topic by constructing a single summary in brief fashion. Note if
sentence to cover the core students have identified the core
concepts. The purpose is to concepts of the class topic.
require students to select only Share with students
the defining features of an idea
Think-Pair-Share Give the class a question. Allow Use when you want to have
everyone to think on own for a better discussion by a greater
few minutes jotting down some number of students. By thinking
thoughts. Then ask students to alone first and with small groups
pair up with a peer and discuss of peers, shared responses
thoughts for another few minutes. should be richer and more varied
Can do groups of 4 as well. Ask
to share with the whole class
Application Cards After teaching theory, principle or Quickly read through once and
procedure, ask students to write categorize them according to
down at least one real-world quality. Pick out a broad range of
application for what they have examples to share with the class
just learned to determine if they next day
can see the transfer of their
recent learning
Classroom Opinion Polls Using “clickers,” or online polling Often polling devices can present
questions, ask students variety immediate results back to the
of questions about a topic and class to provide discussion and
seek their anonymous opinion next steps
Weekly Report Written by students each week in Read at end of each week,
which they address three categorize responses, and share
questions: what did I learn this with class. Follow up on unclear
week? What questions remain questions with class or small
unclear? And what questions group of students.
would you ask your students if
you were the instructor to find out
is they understood the material?
Concept tests Instructor presents one or more Often lasts a few minutes but
questions during class involving uncovers misunderstandings,
key concepts, along with several and great conversation amongst
possible answers (multiple students. Share answer after
choice). Students indicate (by second voting session to see
show of hands, or poll/clicker how the class responses
voting) which answer they think is changed or didn’t change.
correct. If most of the class has
not identified correct answer,
students are given a short time to
persuade their neighbour(s) that
their answer is correct. The
question is asked a second time
to gauge class mastery.
Instructor meetings Instructor meets informally with Design specific questions to help
students either in class or after guide the meeting and address
class to answer questions, concepts an understandings you
inquire about conceptual want to know more about
understanding or provide
feedback on student learning.
VII. Metacognitive note-taking skills – provide students with guidance and

models for how to take good notes during a class
a. Beginning of class (Plan + Connect) – In this section, encourage
students to prepare their notes in an organized fashion. Stop the
class and have them complete the connection questions in their
notes
Date: Course Name: Class: Learning Outcomes:
Connections:
 What do I already know about this topic?
 How do I feel about this topic? (excited, anxious, curious,
nervous)
 How do this topic relate to something I already know?
 What questions do I have already about this topic?
b. Middle of the class (Monitor Learning) – In this section, encourage
students to create two columns in their notes.
i. Left column – insights, “ah-ha” moments, questions students
have about the content, connections they are making to
other classes/ topics, and also feelings or thoughts they have
on the class
ii. Right column – they take traditional notes on what is being
presented.
LEARNING INSIGHTS CLASS NOTES
VIII. Reflective writing - helps students make connections between what

they are learning in their homework/ class content and with how they
are integrating the content into their current learning structures
IX. Managing your own learning: Self-regulated Learning – It is how

students regulate their own emotions, cognition, behavior, and aspects
of the context during a learning experience.
a. Self-regulated learners:
i. are aware of their own strengths and weaknesses;
ii. utilize metacognitive strategies; and
iii. attribute any success or failure to factors within personal
control.
b. Self-regulation as a process - It is a cyclical process. As cyclic
process, a student who practices self-regulated learning plans for a
task, monitors the performance, and then reflects on outcome
i. Plan, set goals, and layout strategies
ii. Use strategies and monitor performance
iii. Reflect on your performance
Application:
Scenario: You are about to study for your final examinations and it is as
if the universe conspired for a heavy finals week, all your subjects provided at
least three new reading materials and topics one week (7 days) before the
examination period. Create a diagram or schedule using at least five of the
metacognitive strategies, skills, studying techniques mentioned in this lesson on
how you would prepare for the next seven days before your final examinations.
Closure
Well done! We encourage you to utilize and adapt the techniques in whatever
learning experiences you are about to accomplish and find enjoyment and
success in learning. Should there be some parts of the lesson which you need
When you're ready, move on to Lesson 2 in this module, in which we will
discuss on why is it important to set goals for your success in life.
Lesson 2
Dream It. Wish It. Do It
Learning Outcomes
At the end of this lesson, you will be able to:
 apply the Bandura’s self – efficacy theory;
 differentiate the self – concept from self – esteem;
 design your personal goals adapting the Locke’ goal setting theory
Time frame: 6 hours
Introduction
You as student are bound to face multifarious tasks, overlapping with other
roles you portray at different social institutions. Enlightening them with which
goals you are track would ease your mind in possible dilemma. One of Canfield’s
featured quotes about success is: By taking the time to stop and appreciate who
you are and what you have achieved – and perhaps learned through few
mistakes, stumbles and losses – you can actually enhance everything about you.
We will learn more about Canfield’s quote through Albert Bandura’s self –
efficacy, Dweck’s mindset theory, and Locke’s goal setting theory.
Activity: 5-10-20 Selfie
For each item below, illustrate your “future self” through drawing in your
portfolio.
1. Five years from now
2. Ten years from now
3. Twenty years from now
Analysis: Envisioned Self Plan
1. Who are you or what would you become:

a. in five years from now;
b. in ten years from now; and
c. in twenty years from now?
2. What are your motivations for your envisioned self:

c. in twenty years from now?
3. Outline your plans on how you will make your envisioned self into reality:
c. in twenty years from now
4. How do you feel after doing this exercise?
5. What is your perception on goal setting?
Abstraction
I. Albert Bandura
a. Social Learning Theory - Stressed the importance of observational
learning, imitation, and modelling.
b. Self-efficacy – According to Bandura, it refers to your belief in your
capacity to perform necessary actions to produce specific goals (as
cited in Otig et al., 2018).
c. Theory of self-efficacy: 4 principal sources
i. Enactive mastery experiences
ii. Vicarious experiences (comparisons)
iii. Verbal persuasions and allied types of social influences
iv. Emotional & physiological states – Below are factors that
could alter sense of self efficacy.
1. Preconception of capability
2. Perceived task difficulty
3. Effort
4. Amount of external support
5. Circumstances under which they perform
6. Pattern of success and failures
7. How the experiences are cognized and reconstructed
in memory
II. Self-concept – It is your idea of who you are (self) based on your
personal belief and your perceived notion of how other people see you.
III. Self-esteem - It is used to describe a person’s overall sense of self-

worth or personal value.
a. Components of self-esteem (Branden, 1969).
i. It is essential human need that is vital for survival, as well as
for normal, healthy development
ii. It arises automatically from within, based on a person’s
beliefs and consciousness. However, external factors can
affect it, too.
iii. It occurs along with a person’s thoughts, behaviors, feelings,
and actions
b. Persons with positive self-esteem
i. Feel good about themselves
ii. Feel proud of what they can do
iii. Believe in themselves, even when they don’t succeed at first
iv. See their own good qualities, such as being kind or capable
v. Feel liked love and respected
vi. Accept themselves even when they make mistakes
vii. Take care of their overall well-being
viii. Trust others
ix. Independents but are cooperative
x. Have the ability to accept mistakes, either own or those of
others
xi. Are able to say “no” appropriately
c. Persons with low self-esteem
i. Lack confidence
ii. Wish to be/look like someone else
iii. Always worry about what other may think
iv. Are pessimistic
v. Have a negative view of life
vi. Have a perfectionist attitude
vii. Mistrust others-even those who show signs of affection
viii. Have a blaming behavior

ix. Are afraid of taking risks
x. Have feelings of being unloved and unlovable
xi. Show dependence – letting others make decisions
xii. Afraid of being ridiculed
IV. Locke’s Goal Setting Theory – Locke & Latham stated, “Goal setting
theory is the level of performance proficiency that one wishes to attain
within a specific time period” (as cited in Otig et al.,2018).
a. Factors for motivation
i. Goals are challenging and specific
ii. They are strongly committed to the goal/goals
iii. They strongly believe in their ability to accomplish their goal
b. Principles of Goal Setting (must have)
i. Clarity – when the goal is clear and specific there is less
misunderstanding about what behaviors will be rewarded.
ii. Challenge – people are often motivated by achievement. It is
important to strike an appropriate balance between a
challenging goal and a realistic goal.
iii. Commitment – A personally relevant goal will motivate a
person to work on accomplishing it.
iv. Feedback – Provides opportunities to clarify expectations,
adjust goal, difficulty, and gain recognition
v. Task complexity – Just like setting a challenging goal, task
complexity involves appropriate balance
V. SMART Goals
a. SPECIFIC – For you to be motivated to perform, you need to have
a specific goal.
b. MEASURABLE – a measurable goal is important so that you can
monitor your progress and receive feedback.
c. ASSIGNABLE – you should be able to relate to your own goal.
Make your goal a personal commitment.
d. REALISTIC – goals that are too difficult or too easy to achieve will
not positively motivate your performance. Set goals that are difficult
enough to be realistically attained
e. TIME RELATED – a “habit” implies something that happens
regularly. Setting a time frame for your goal will require you to
develop a habit or routine. Once you have established your routine,
working toward your goal will come naturally (as opposed to forced
effort)
Application: SMART goals
From the activity above, outline your identified “future self” using S-M-A-
R-T goals.
Future Self SPECIFIC MEASURABL ATTAINABLE REALISTIC TIME-BOUNDED
E
Closure:
explored goal setting for people, focusing on various aspects where it applies.
Should there be some parts of the lesson which you need clarification, please ask
your instructor during consultations.
When you're ready, move on to Lesson 3 in this module, which primarily
discusses the concepts of self-care as a method of stress management.
Lesson 3
I Care; therefore, I am.
Learning Outcomes:
 Define stress;
 Differentiate types of stressors; and

 Sources of coping and strength
Time Frame: 6 hours
Introduction:
Welcome! In this lesson you will acquainted with the importance of self-care. As a
student going you are expected to balance your coursework, internships, work
responsibilities, and home life. Self-care refers to activities and practices that we
can engage in on a regular basis to reduce stress and maintain and enhance our
short- and longer-term health and well-being.
Activity: How Stressed Am I?
1. Answer honestly the College Student’s Stressful Event Checklist (Holmes

& Rahe, 1967) questionnaire adapted by the Arizona State University
(ASU).
2. Place an “X” in the column labelled Happened for those events that have
occurred in your life recently or that you expect to occur soon.
3. Total your score by adding the event values, and circle that category
below in which your score falls.
Rank Value Happened Score Life Event

1 100 Death of a close family member
2 73 Death of a close friend
3 65 Divorce between parents
4 63 Serious legal problems
5 63 Major personal injury or illness
6 58 Responsibilities for others, such as
children/spouse
7 50 Threat to major source of income
8 47 Difficulty with roommate(s)
9 45 Change in health of a family member
10 45 Pregnancy
11 44 Sexual problems
12 40 Serious disagreements with parents
13 39 Change in lifestyle for financial reasons
14 39 Difficulty in identifying a major
15 39 Serious argument with close family member
16 39 Problems with a girlfriend or boyfriend
17 37 Having to repeat a course
18 37 Increased workload at school

19 36 Outstanding personal achievement
20 35 First semester in college
21 31 Change in living conditions
22 30 Serious disagreements with an instructor
23 29 Lower grades than expected
24 29 Change in sleeping habits
25 29 Change in social habits
26 28 Change in eating habits
27 26 Chronic car problems
28 26 Change in number of family get togethers
29 25 Too many missed classes
30 24 Change in plans for a major
31 23 Dropped more than one class
32 20 Minor traffic violations
Total Score:
Interpretation: Mild Stress : < 150 Moderate Stress : 150 to 300 Severe Stress : > 300
Analysis:
1. How do you feel while you were doing the checklist?
2. Is the result close to your present perceived stress level? How do
you feel with the result?
3. How do these identified life events affect your life now?
4. What is your reflection after sharing your answer with a classmate?
5. What is your perception about stress and self-care?
Abstraction:
I. Knowing Stress
a. Definition & Types of Stress
STRESS is a state of mental or emotional strain or tension resulting from adverse
or very demanding circumstances. It is a mental and physical response to the
demands of your environment. Three kinds of stress are the following:
i. Eustress – It is considered as a good stress. A result from
situation or activity that you find motivating or inspiring. Ex.
Finding the nerve to talk to your crush
ii. Neustress - Sensory stimulus that has no direct
consequences or effect on the person. A situation or activity
that you do not find threatening yet not enjoyable. Ex.
Incidents you hear in the news
iii. Distress - Situations or activities that you consider negative,

harmful, threatening. It could happen for just a short span of
time or it could linger from prolonged periods (hours, days,
months, years). Ex. Being mugged on the streets or a long-
standing family quarrel.
b. Stressors
These are any situation, activity, or individual that gives you mental or emotional
strain is a stressor.
i. Good stressor - can make you feel both nervous and excited
at the same time.
ii. Bad stressor - can cause you to feel angry, petrified, or
depressed. It can make you feel constantly on the edge.
c. Major types of stressors
i. Life events – important, specific experiences that interrupt an
individual’s usual activity/ routine that he/she needs to adjust
to
ii. Chronic Strains – problems that have been occurring for
some time; the person’s social role is strained or threatened
d. Types of Roles Strains
i. Role Overload – the role demands on an individual exceeds
his/her capacity to handle
ii. Interpersonal Conflicts within Role Sets – these are problems
and difficulties that arise in a relationship
iii. Inter-role Conflict – the demands of two or more roles held
by a person are incompatible, and the demands cannot
simultaneously be met.
iv. Role restructuring - the demands of two or more roles held
by a person are incompatible, and the demands cannot
simultaneously be met
e. Signs & symptoms of stress
i. Physical
1. Low energy
2. Headaches
3. Upset stomach, including diarrhea, constipation, and

nausea
4. Aches, pains, and tense muscles
5. Chest pain and rapid heartbeat
6. Insomnia
7. Frequent colds and infections
8. Loss of sexual desire and/ or ability
9. Nervousness and shaking, ringing the ear
10. Cold or sweaty hands and feet
11. Excess sweating
12. Dry mouth and difficulty in swallowing
13. Clenched jaw and grinding teeth
ii. Cognitive/ perceptual
1. FORGETFULNESS
2. Preoccupation
3. Blocking
4. Errors in judging distance
5. Reduced creativity
6. Lack of concentration
7. Lack of attention to detail
8. Orientation to the past attention deficit
9. Disorganization of thought
10. Negative self-statements & negative evaluation of
experiences
iii. Emotional
1. Depression or general unhappiness
2. Anxiety and agitation
3. Moodiness, irritability, or anger
4. Feeling overwhelmed
5. Loneliness and isolation
6. Any other mental or emotional health problems
II. Sources of Coping and Strength

a. Coping - strategies you use to deal with real or imagined problems

to protect yourself against negative emotions
i. Problem-focused coping – targets on controlling or changing
the source of stress
ii. Emotion-focused coping – involves lowering, if not
eliminating, negative emotional responses
iii. Cognitive coping – involves a conscious intellectual activity
of managing stressful situations
b. Strategies for cognitive coping
i. Reframing
ii. Challenging
iii. Positive self-talk
iv. Count to ten
v. Smell the roses
vi. Keeping perspectives
vii. Reducing uncertainty
viii. Using imagery/visualization
c. Behavioral coping strategies
i. Physical exercise
ii. Relaxation
iii. Breathing
iv. Time management
v. Social support/ friends
vi. Seeking professional help
d. 24 Positive Coping Strategies for Stress
i. Physical and lifestyle strategies
ii. Emotional strategies
iii. Cognitive strategies
iv. Philosophical/ Spiritual strategies
III. Stress and Filipinos

a. Filipino traits and values
Table 14
Filipino traits & how they were evaluated based on east-west cultures
FILIPINO TRAITS & WHY IS IT NEGATIVE IN WHY IS IT POSITIVE IN
VALUES WESTERN CONCEPT ORIENTAL CONCEPT
Hiya  It stops from taking action  It contributes to peace of
 It makes the person weak, mind
timid, and meek  Not trying to achieve makes a
less harried stressful life
Ningas cogon It makes a person an  This trait makes a peaceful
underachiever because he/she and tranquil life because one
cannot persevere in seeing is unruffled should things go
things (i.e. projects, tasks, or wrong
goals) to its fruition.  Being detached allows the
person to move on to some
other activities without feeling
like an absolute failure
Pakikisama Filipinos are said to turn a blind  In the Filipino context,
eye to the wrongdoing of others pakikisama means keeping a
for the sake of personal polite distance from other
relationships (i.e., family, people’s lives with whom we
friendship, co-worker) share the same space with to
maintain peace and harmony
Patigasan  It is about being stubborn A trait that makes us stand for
and resisting reconciliation. what is right and refuse to be
 One stands his or her ground intimidated or forced to
(on issues) and wait for the submission
other party to take the first
step at reconciliation
Bahala na It leaves everything to chance  Putting faith on a higher being
with the help of a divine power develops humility and
gratefulness
 The idea that he or she is not
alone in the struggle
strengthens the Filipino
psyche
Kasi  Disowns responsibility  Does not become overly
 Put blames on others stressed for failing
(people, things,  Failure is not personal
circumstances) because there are other
factors, not just “me”.
Saving face This is closely related to “hiya” It promotes mental therapy
and it encourages shirking from because it allows the person to
responsibility keep his/her dignity
Sakop  Never learns to be  Promotes unity, especially in
independent the family
 Relies on family and relatives  Provides a sense of
 Prevents personal growth belongingness and security
 Encourages partisanship
Bukas na (Mañana habit)  Promotes laziness  Filipinos know how to keep
 Will not act when a problem things in stride rather than be
is still small, thinking that it stressed or tensed
will go away by itself.  One learns to go with the flow
and take what comes
naturally
Utang na loob It makes the person overlook This trait personifies the Filipino
moral principles because he or saying,
she is beholden to those who “Ang hindi marunong lumingon sa
gave him/her favor pinaggalingan ay hindi
makakarating sa kanyang
patutunguhan.”
Kanya kanya Seen as selfish with no regard for This trait is still in a collective
the world’s well-being context. Kanya-kanya means I
take care of my own (i.e., those
that are important to me); you
take care of yours. Family is
central to the Filipino psyche; thus
the family is always given 1st
priority before the self and
everyone else.
IV. Social Stress

It is the state of mental or emotional strain or tension resulting from adverse or
very demanding circumstances arising from the person’s social and
environmental relationships
a. Sources of social stress
i. Problems with work or earning an income
ii. Parenting
iii. Education
iv. Sex and socialization; immigration status of language
v. Personal, physical, and psychological health
vi. Social marginalization
b. Suicide
i. Egoistic suicide – occurs when a person feels he or she is
not accepted by or does not belong to society.
ii. Altruistic suicide – occurs when a person ends his or her life
for others
iii. Anomic suicide – occurs when a person ends his or her life
for others
V. Stress appraisal (symbolic interactionism)

Sociological perspective that focuses on the language and symbols
to help give meaning to life experiences.
VI. Mediators of stress: Coping & Social Support

Coping refers to personal responses that can be activated when
stressful circumstances arise. It also refers to things people do to
prevent, avoid, or control emotional distress.
a. Basic objectives of coping (Weiss & Lonnquist, 2015):
i. Eliminate of modify the stressful situation so that it will not be
a continuing problem
ii. Control the meaning of the problem, by “cognitively
neutralizing” the situation
iii. Control the stress created by situations (e.g. through stress
management)
VII. The role of social class, race, and gender in social stress
a. Social class - Those who are in the lower social class have higher
mental and emotional stress than those who are affluent. Three
common factors are:
i. Inadequate financial resources;
ii. Greater use of ineffective coping strategies; and
iii. Less access to social support
b. Race - research show that responses to stress vary, and the
person’s ethnicity is relevant to his/her stress response.
c. Gender - Women were found to have higher rates of psychological
distress and depression compared to men (Rosenfield,1999).
Possible causes for the high disparity between women & men are:
i. Women tend to be delegated to the caregiver role more than
men
ii. Women are more inclined to be emotionally involved in the
lives of the people around them
iii. Women introject rather than express anger
iv. Continuing power differences between women and men in
society
VIII. Cultural Difference in Stress response

a. Culture - the set of ideas, belief, and behaviors shared by a

particular group of people (Yoost & Crawford, 2015). How culture
affects a person’s experience to stress:
i. The type of stressor to which a person may likely be exposed
ii. How a stressor will be perceived
iii. Coping mechanisms available to deal with stress
b. Type of stressor - the types of stress a cultural group is exposed to
will also depend on their general location
c. Perception of stressors - cultures differ according to what their
members perceive as stressful
d. Coping mechanisms - some ways that cultures differ in the way
they make available different coping mechanisms to their members
are:
i. Beliefs that allow them to make sense of stressors
ii. Beliefs about how stressors should be coped with
iii. The availability of social support
IX. Taking care of the self: the need for self-care and compassion
a. Maslow’s Hierarchy of Needs
Figure 29. Maslow's Heirarchy of Needs by Saul McLeod, 2007 (https://bit.ly/32kywv4), CC0
b. Deficiency vs. growth

i. Deficiency Needs – the four bottom levels. The person does

not feel anything if these needs are met, but he/she becomes
anxious if these needs are not met.
ii. Growth Need – Self-actualization. It enables the person to
reach his or her full potential as human being.
c. Motivated by unsatisfied need
Table 15
Probable reaction to unsatisfied needs
MASLOW’S HIERARCHY OF NEEDS IF NOT SATISFIED

PHYSIOLOGICAL NEEDS  Feel sick, irritated, uncomfortable
(A need that must be met every day)  If pathological, we can eat, drink
too much or engage in hoarding
behaviors
 Will cause death
SAFETY NEEDS  Can affect our perception, eg.
paranoia
 Can lead to neurosis, insecurity
 If pathological, can develop
phobias, such as agoraphobia
BELONGING – LOVE NEEDS  Become increasingly susceptible
to loneliness and social anxieties
 If pathological, can lead to
antisocial behaviour
ESTEEM NEEDS  Low self-esteem
1. Lower-form needs:  Inferiority complex
Such as respect from others, for status,  If pathological, can lead to
fame, glory, recognition, attention, depression
reputation, appreciation, dignity, even
dominance.
2. Higher form:
Involves self-respect, including such as
confidence, competence, achievement,
mastery, independence, and freedom
SELF-ACTUALIZATION NEEDS  Can cause feelings of lack of
meaning in life
 If pathological, metapathologies,
such as boredom, cynicism,,
alienation (feeling isolated,
detached, lack of sympathy,
estrangement)
d. Self-care
As described by the University of Kentucky (WEB), entails taking

deliberate acts of looking after your mental, emotional, and physical
health.
e. Importance of self-care
i. Proper self-care is taking a very active and powerful choice
to engage in activities that will result in acquiring or
maintaining optimal health that cover the physical,
psychological, emotional, social, and spiritual components
ii. Self-care is vital for the management of daily stressors and
challenges, as well as overall health and wellness.
iii. The keyword to self-care is balance; being good to yourself
will enhance the likelihood of living to your fullest potential
f. Compassion: neutral or Learned
i. Compassion, framed as an emotion, is the felt response to
perceiving suffering that involves an authentic desire to ease
distress (Goetz, Keltner, & Simon-Thomas, 2010).
ii. It is kind and caring emotional response to perceived
suffering that acknowledges the shared human experience of
imperfection, and that involves an authentic desire to help.
iii. Compassion is often confused with that of empathy and
altruism although compassion does involve empathy and
altruistic behavior1
iv. In reading a sense, it is an automatic mirroring of another’s
emotion, like feeling sad when reading a soldier’s goodbye
letter to his family, even though the soldier and his family are
unknown to you.
g. Benefits of compassion
i. Research suggests that compassion may have ensured our
survival because of its tremendous benefits for both physical
and mental health and overall well-being (Seppala, 2013).
ii. It is suggested that connecting with others in a meaningful
way help us enjoy better mental and physical health and
speeds up recovery from disease (Dienner & Seligman,
2013) and may even lengthen our lifespns (Brown & Konrath,
2013).
iii. The parts of the brain that are active when a person
experiences pleasure (pleasure centers) were found to be
equally active when the person is doing acts of kindness
Application:
1. Self-care plan. Design your self-care plan for the whole school year.
2. Reflection paper: Make a self-compassionate letter and make
reflection paper about it.
Closure:
Well done! You have just finished Lesson 3 of this module which primarily
give importance to self-care as stress management and its impact in your
personal life. Should there be some parts of the lesson which you need
Module Summary:
This module, entitled "Management and self-care", contains the final

fragment of this course pack in Understanding the Self (UTS). It magnified areas
of concerns for students: learning, goal setting and stress management. It also
provided a more hands-on application of the concepts discussed in this course
and allows them to gain hands-on experience to develop self-help schemes for
regulated learning, goal setting, and self-care.
Module Assessment:

Course Summary:
This course was designed to propel a reflective attitude in exploring various

the issues and concerns regarding the self and identity to arrive a better
understanding of one’s self.
The lessons in the modules covered the different representations and

conceptualizations of the self from various disciplinal perspectives. Various
influences, factors, and forces that shape the self were examined through a
comprehensive discussion of the self as a holistic being
Through different approaches learners were able to demonstrate critical and

reflective thought in analysing the development of one’s self and identity by
developing a theory of the self.
REFERENCES
Alata, J., Caslib, B., Serafica, J., & Pawilen, R. Understanding the Self. Manila:
Rex Book Store
Ariola, M. (2020). Understanding the Self. Manila: Unlimited Books Library

Services & Publishing Inc.
Becker, J.G. (2020). Immanuel Kant [Photograph]. Retrieved from

https://bit.ly/2Y9lbEV
Boticelli, S. (2002). St. Augustine [Photograph]. Retrieved from

https://bit.ly/3iLO95u
Brawner, D., & Arcega, A. (2018). Understanding the Self. Quezon City: C & E
Publishing Inc.
Butler, A. (2020). Ethnic and Racial Identity Development. Retrieved August 5,

2020 from https://bit.ly/3a1Zn2J
CNX Openstax. (2016). Parts of the Brain [Image]. Google Images. Retrieved
August 22, 2020 from https://bit.ly/31ijpmz.
Dillon, P. (2007). Nursing Health Assessment: A Critical Thinking, Case Studies

Approach, 2nd Edition. F.A. Davis
Ensian (2016). Jean Piaget [Photograph]. Retrieved from https://bit.ly/34hpSA8

Giant Microbes Inc. (2020). STD Fact Sheet [Infographic]. Google Images.
Retrieved August 22, 2020 from https://bit.ly/2Yjk0Tl
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from https://bit.ly/2Q6xqxx
Halberstadt, M. (2020). Sigmund Freud [Photograph]. Retrieved from

https://bit.ly/3l1JsXl
Honig, E. (2014). Before and after [Photograph]. Google Images. Retrieved

August 22, 2020 from https://bit.ly/3hxdsbr
JainVarshar. (2019). Concept Map [Image]. Google Images. Retrieved August

22, 2020 from https://bit.ly/34mYCQX
“Judaism”. (2020), Retrieved August 5, 2020 from

https://www.history.com/topics/religion/judaism
Kedumuc10 (2016). Socrates [Photograph]. Retrieved from https://bit.ly/3g3spjN
McLeod, S. (2007). Maslow’s Hierarchy of Needs [Image]. Google Images.

Retrieved August 22, 2020 from https://bit.ly/32kywv4
Nolen, J. (2020). Sexual Response Cycle. In Britannica. Retrieved August 22,

2020 from https://bit.ly/2EpDtdQ
Notman Studios (2018). William James [Photograph]. Retrieved from
https://bit.ly/2Yl33rI
Otig, V., Gallinero, W., Bataga, N., Salado, F., & Visande, J. (2018).
Understanding The Self. Malabon: Mutya Publishing House Inc.
Ramsay, A. (2012). David Hume [Photograph]. Retrieved from

https://bit.ly/3iRuIYO
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Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness.

Contemporary Educational Psychology, 19, 460-475.
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https://www.britannica.com/topic/Christianity
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2nd edition. Manila: Educational Publishing House.
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Retrieved from https://bit.ly/2QeJooP
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https://bit.ly/348tCUx
APPENDIX A
Metacognition Awareness Inventory (MAI)
Directions: Check () True or False as appropriate. When TRUE FALSE

done, apply your response to the scoring guide
I ask myself periodically if I am meeting my goals.
I consider several alternatives to a problem before I answer.
I try to use strategies that have worked in the past.
I pace myself while learning in order to have enough time.
I understand my intellectual strengths and weaknesses.
I think about what I really need to learn before I begin a task
I know how well I did once I finish a test.
I set specific goals before I begin a task.
I slow down when I encounter important information.
I know what kind of information is most important to learn.
I ask myself if I have considered all options when solving a problem.
I am good at organizing information.
I consciously focus my attention on important information.
I have a specific purpose for each strategy I use.
I learn best when I know something about the topic.
I know what the teacher expects me to learn.
I am good at remembering information.
I use different learning strategies depending on the situation.
I ask myself if there was an easier way to do things after I finish a task.
I have control over how well I learn.
I periodically review to help me understand important relationships.
I ask myself questions about the material before I begin.

I think of several ways to solve a problem and choose the best one.
I summarize what I’ve learned after I finish.
I ask others for help when I don’t understand something.
I can motivate myself to learn when I need to
I am aware of what strategies I use when I study.
I find myself analyzing the usefulness of strategies while I study.
I use my intellectual strengths to compensate for my weaknesses.
I focus on the meaning and significance of new information.
I create my own examples to make information more meaningful.
I ask myself periodically if I am meeting my goals.
I consider several alternatives to a problem before I answer.
I try to use strategies that have worked in the past.
I pace myself while learning in order to have enough time.
I understand my intellectual strengths and weaknesses.
I think about what I really need to learn before I begin a task
I know how well I did once I finish a test.
I set specific goals before I begin a task.
I slow down when I encounter important information.
I know what kind of information is most important to learn.
I ask myself if I have considered all options when solving a problem.
I am good at organizing information.
I consciously focus my attention on important information.
I have a specific purpose for each strategy I use.
I learn best when I know something about the topic.
I know what the teacher expects me to learn.
I am good at remembering information.
I use different learning strategies depending on the situation.
I ask myself if there was an easier way to do things after I finish a task.
I have control over how well I learn.
Metacognitive Awareness Inventory (MAI) Scoring Guide Directions: For each True and rather true give yourself 1 point
in the score column. For each false and rather false, give yourself 0 points in the score column. Total the score of each
category and place in box.
KNOWLEDGE ABOUT COGNITION
Declarative Knowledge
5. I understand my intellectual strengths and weaknesses.
10. I know what kind of information is most important to learn.
12. I am good at organizing information.
16. I know what the teacher expects me to learn.
17. I am good at remembering information.
20. I have control over how well I learn.
32. I am a good judge of how well I understand something.
46. I learn more when I am interested in the topic.
TOTAL
Procedural Knowledge
3. I try to use strategies that have worked in the past.
14. I have a specific purpose for each strategy I use.
27. I am aware of what strategies I use when I study
33. I find myself using helpful learning strategies automatically.
TOTAL
Conditional Knowledge
15. I learn best when I know something about the topic.
18. I use different learning strategies depending on the situation.
26. I can motivate myself to learn when I need to.
29. I use my intellectual strengths to compensate for my weaknesses.
35. I know when each strategy I use will be most effective.
TOTAL
REGULATION OF COGNITION
Planning
4. I pace myself while learning in order to have enough time.
6. I think about what I really need to learn before I begin a task.
8. I set specific goals before I begin a task.
22. I ask myself questions about the material before i begin.
23. I think of several ways to solve a problem and choose the best one.
42. I read instructions carefully before I begin a task
45. I organize my time to best accomplish my goals.
TOTAL
Information Management Strategies

9.I slow down when I encounter important information.
13. I consciously focus my attention on important information.
30. I focus on the meaning and significance of new information.
31. I create my own examples to make information more meaningful.
37. I draw pictures or diagrams to help me understand while learning.
39. I try to translate new information into my own words.
41. I use the organizational structure of the text to help me learn.
43. I ask myself if what I’m reading is related to what I already know.
47. I try to break studying down into smaller steps.
48. I focus on overall meaning rather than specifics.
TOTAL
Comprehension Monitoring
1. I ask myself periodically if I am meeting my goals.
2. I consider several alternatives to a problem before I answer.
11. I ask myself if I have considered all options when solving a problem.
21. I periodically review to help me understand important relationships.
28. I find myself analyzing the usefulness of strategies while I study.
34. I find myself pausing regularly to check my comprehension.
49. I ask myself questions about how well I am doing while learning something new.
TOTAL
Debugging Strategies
25. I ask others for help when I don’t understand something.
40. I change strategies when I fail to understand.
44. I re-evaluate my assumptions when I get confused.
51. I stop and go back over new information that is not clear.
52. I stop and reread when I get confused.
TOTAL
Evaluation
7. I know how well I did once I finish a test.
19. I ask myself if there was an easier way to do things after I finish a task.
24. I summarize what I’ve learned after I finish.
36. I ask myself how well I accomplish my goals once I´m finished.
38. I ask myself if I have considered all options after I solve a problem.
49. I ask myself if I learned as much as I could have once I finish a task.
TOTAL

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Course Pack

Dr. Aristeo C. Salapa

The University of Southeastern Philippines recognizes that the

For academic concerns (College/Adviser - Contact details)

Cover page ........................................................................................................ 1

Module 1 The Self from Various Perspectives

Module 2 Unpacking the Self

Module 3 Managing and Caring for the Self

Course Summary ...............................................................................................119

1 Some Distinctions Between the Soul and ....................................17

2 Stages of Cognitive Development ...............................................28

3 Sexual Development at Puberty ..................................................43

4 Phases of Human Sexual Response Cycle..................................45

6 Comparison Between Spiritual and Religious .............................65

7 Classifications of Religion ............................................................68

8 The Difference between the Soul and the Spirit ..........................71

9 Ethnical Descriptions of the Soul .................................................72

10 Comparison of the Public and Private Self ..................................86

11 The Left and Right Brain functions ..............................................94

12 Approaches and Skills Inventory for Students .............................96

13 Classroom Assessment Tools .....................................................99

14 Filipino Traits and How They Were Evaluated Based

15 Probable Reaction to Unsatisfied Needs .....................................116

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

Premier Research University in the ASEAN.

1. Recognized ASEAN Research University

INSTITUTIONAL GRADUATE ATTRIBUTES

Creates and inspires positive changes in the organization; exercises

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing

Demonstrates concern for others, practices professional ethics, honesty, and

Demonstrates enthusiasm and passion for continuous personal and professional

Demonstrates proficiency and flexibility in the area of specialization and in

CORE VALUES OF THE UNIVERSITY

THE COURSE OVERVIEW

COURSE TITLE : UNDERSTANDING THE SELF

Course Outcomes Graduate Outcomes Aligned to

Learning Evidence and Measurement Rubrics

Learning Evidence: LE1: PORTFOLIO

Areas to Assess 1.0 1.75 2.25 3.0 5.0

creativity and originality and output is demonstrated in no originality or

Learning Evidence to Assess: LE2: JOURNAL OF EXPERIENCES

Areas to Assess 1.0 1.75 2.25 3.0 5.0

Retelling of Detailed Clear Somewhat clear Vague No explanation

The Course Map

UNDERSTANDING THE SELF

Module 1: Module 2: Module 3:

Lesson 1: Physical Self

 Recognize personal experiences & identify multi-

At the end of this module, students will be able to

At the end of this lesson, you are expected to:

Time Frame: 3 hours

Activity: Knowing thyself

As we start, on a reflective manner or shall we say, introspective way, do

Answer the following questions:

the person toward better understanding.

d. The goal of life is to be happy. How does one become happy? A

III. St. Augustine

He is also known as St. Augustine of Hippo. One of the Latin

IV. Rene Descartes

describe, predict, and understand natural phenomena based on

He is a philosopher and physician and one of the most influential

VI. David Hume

figureheads (Locke and George Berkeley) who influenced the